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)EE  &  HEAR 


AUDIO  -VISUAL 

MATERIALS 


PtCmbCr  ^  194'^'^'^^^    inventory   of   material 
FILMS    .    FILM    STRIPS    •    RADIO    &    RECORDING    GLIDE    •    M/I 


3W    TO    CHOOS 
.% 


USE. AUDIO-VISUAL^  TEACHING    MATE-fCfAL^ 


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"WUWEier 


•  SINGLE  UNIT  CASE 
•  52%  LIGHTER  IN  WEIGHT 
•  69%  SMALLER  IN  SIZE 
•  ECONOMICALLY  PRICED 


16mm  Sound  Motion  Picture  Projector 


Again  Victor  Supremacy  Is  Acknowledged  with  the  announcement  of  the 

amazing  new  "Lite-Weight".  Encased  in  aluminum,  its  portability,  versatility  and 

economy  stand  unchallenged  in  the  16mm  field.  Truly  the  "Lite-Weight" 

marks  a  most  momentous  step  in  Victor's  years  of  progress  in  the  development  of  a 

compact  sound  motion  picture  projector  for  the  home,  school, 

church  and  industry.  Write  for  details  today. 

A    DIVISION    OF    CURTISS-WRIGHT    CORPORATION 

Dept.  Z,  Home  Office  and  Factory:  Davenport,  Iowa 

New  York  •  Chicago  •  Distributors  Throughout  the  World 


^ 


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Of 


'^OVIE      EQUIPMENT 


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In  e»erv  .ubject  field,  at  every 
arade  le%el.  lhere"«  a  tOROET 
Instructional  Kilni  to  fit  >our  teach- 
ing need.  Prt>duced  by  CORONET 
in  collabtiration  with  leading  sub- 
ject matter  specialist*  for  u>e  in 
the  nation's  srhooU,  CORONET 
brines  you  the  largest,  newest 
library  of  16nin>.  educational  films 
in  sound,  motion,  black-and-white 
or  color. 


LANGUAGE   ARTS 

How  To  Read  A  Book 
Improve  Your  Reading 
We  Discover  the  Dictionary 
Spellins  Is  Elasy 


BASIC   STUDY   SKILLS 

H«.«w    i  o  :Miji;> 

Know  ^our  Library 
Maps  Are  Fun 
Global  Concept  In  Maps 
Measurement 


GUIDANCE 

Apinjjiri  ar.  :  Occupations 
I  Want  To  Be  A  Secretary 
Shy  Guy  <  Overcoming  Shyness) 
Are  You  Popular? 


BUSINESS   EDUCATION 

The  Secretary  Takes  Dictation 
The  Secretary  Transcribes 
The  Secretary's  Day 
Bookkeeping  and  \  ou 


SOCIAL   SCIENCE 

How  We  Elect  Our  Representatives 

Pohtical  Parties 

Parliamentary  Procedures  In  Action 

What  Is  Money? 

Fred  Meets  a  Bank 

Sharins  Economic  Risks 

The  Work  of  the  Stock  Exchange 

City  Fire  Fighters 

Papier  Making 

Science  and  Wood  Utilization 

Forests  and  Conservation 

Life  On  a  Dairy  Farm 

-\  Letter  to  Grandmother 

Ancient  World  Inheritance 

How  Man  Made  Day 

The  Colorado  River 

The  Mishtv  Columbia  River 


Rivers  of  the  PaciBc  Slope 

Natural  Resources  of  the  Pacific  Coas 

Seaports  of  the  Pacific  Coast 

Trading  Centers  of  the  Pacific  Coast 

Rural  Life  In  Mexico 

Schook  of  Mexico 

Hand  Industries  of  Mexico 

People  of  Saba 

The  Apache  Indian 

The  Supai  Indian 

Hopi  Arts  and  Crafts 

The  Hopi  Indian 

The  Navajo  Indian 

Panama.  Crossroads  of  the  Western 

World 
Jack's  Visit  to  Costa  Rica 


GENERAL   SCIENCE 

W  ha:  Is  Sc:er.ce .' 
Science  and  Superstition 
Life  In  a  Drop  of  Water 
Our  Common  Fuels 


PHYSICAL   SCIENCE 

A-r  1:.  A.:...:. 

Properties  of  Water 

Magnetism 

The  Nature  of  Color 

Matter  and  Energy 

Sulphur  and  Its  Compounds 

Oicygen 

The  Halogens 


NATURAL   SCIENCE 

Camouflage  in  Nature  by  Pattern 

Matching 
Camouflage  in  Natiue  by  Form  and 

Color  Matching 
The  Growth  of  Flowers 
Butterfly  Botanists 
Snakes 

Birds  in  Winter 
Birds  of  the  Dooryard 
The  Red  Winced  Blackbird 
Birds  of  the  Marshes 
Birds  of  the  Inland  Waterways 
Birds  of  the  Countryside 
Birds  of  the  Woodlands 
Five  Colorful  Birds 
The  Bobolink  and  the  Bluejay 
Ruby  Throated  Hummingbird 
Our  Animal  Neighbors 
Pigs  and  Elephants 
The  Deer  and  its  Relatives 
The  Bear  and  its  Relatives 
The  Cow  and  its  Relatives 
The  Horse  and  its  Relatives 
Mammals  of  the  Countryside 
Mammals  of  the  Western  Plains 


Mammals  of  the  Rocky  Mountains 
<  'olor  Categorizing  Behavior  of  Rhesus 
Monkevs 


HEALTH   AND   SAFETY 


1  Ne\er  Catch  a  Cold 
Joan  Avoids  a  Cold 
It  Doesn't  Hurt 
Safe  Use  of  Tools 
Playground  Safety 


PHYSICAL   EDUCATION 

Swimming  Techniques  For  Boys 

Swimming  Techniques  For  Girls 

Sprinabard  Techniques 

The  Broad  Jump 

The  High  Jump 

The  Pole  Vault 

Beginning  Tumbling 

Intermediate  Tumbling 

Advanced  Tumbling 

Simple  Stunts 

Volleyball  For  Boys 

Soccer  For  Girls 

Basketball  Fundamentals 

Batting  Fundamentals 

Catching  Fundamentals 

Social  Dancing 

The  American  Square  Dance 


The  majority  of  CORONFT  la- 
^trartioBal  FlliD«  arc  one  tt*1 
ia  leaclh  aad  aizilable  at  S-13 
*  r««I  io  black  aad  white.  ST3 
a  reel  ia  eolor.  Tod  ma*  pre- 
^ew  aa*  title  before  piirrbatf>xnf. 
CORONET  Fila»  may  l>e  pur- 
chased oatrisfat  or  uader  the 
Lea^e-Porcha-e  Plao.  aader 
which  pa5^eat»  laa*  be  spread 
over  a»  loac  a»  five  *ear.>  with 
all  the  adiaatajre*  of  film  o*.b- 
er-hip  immedialelr.  COBONTT 
FiliB«  are  ai^o  avaitahle  oa  a 
reatal  ba*i«  by  aO  leading  filat- 
tcndiac     libraries. 


FOR    FURTHER    INFORMATION    OR    FOR 
OUR  LATEST  CATALOG.  JUST  WRITE  TO: 

Coronet 

INSTRUCTIONAL   FILMS 

CORONET  BUILDING 
CHICAGO   1,  ILLINOIS 


WA!f^W§MWl\ 


OW    TO    CHOOSg-S-ND     USE    AU  D  lO-VlSUAC   TEACH  mC    M  ATE-lCl  ALS- 


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MAKE    fULL    US€     Of    YOUR 


T    MEETS   €V€Ry    NEED    OF 
GROUP    INSTRUCTION 


Of  course,  it  gives  you  the  finest 
obtainable  projection  of 

STANDARD    Lantern    Slides 

Have  you  seen  the  latest  additions 
to  Keystone's  vast  library  of  edu- 
cational slides?  Some  of  these  new 
units  will  make  your  work  more 
effective  — and  easier. 


Many  instructors  realize  the  possi- 
bilities of 

HANDMADE   Lantern   Slides 

not  only  for  the  presentation  of 
special  subjects,  but  for  obtaining 
enthusiastic  group  participation. 


You  can  sometimes  make  a  worth- 
while cut  in  the  cost  of  lantern 
slides,  by  using 

QUADRUPLE  Slides 

—  with  four  exposures,  which  are 
screened  singly  by  means  of  a 
quarter-size  mask. 


Place    a    Flashmeter    on 
your  Overhead  Projector,  and 
you   have  a 

TACHISTOSCOPE 

— of  thoroughly  proven  value  for 
efficient  training  in  spelling,  read- 
ing, recognition  and  general  visual 
skills. 


By  means  of  an  inexpensive  adap- 
ter, you  can  show 

2-INCH    Slides 

— with  the  clear,  inexpensive  day- 
light projection  made  possible  only 
by  a  750  or  1000-watt  lamp. 


You  can  also  buy  an  attachment 
for  showing 

STRIP    FILM 

— and  here  again,  have  the  advan- 
tage of  the  Keystone  Overhead 
Projector's    powerful    illumination. 


An  adapter  is  also  available  for 


SUPPLEMENTARY    LENS   MICROSCOPIC    Slides 

— and  with  the  microscopic 
slides  as  well  as  with  two- 
inch  slides  and  strip  film)   you  can  use  the  five-diopter 
supplementary  lens,  shown  at  left,   which  enlarges  the 
projection  two  dimensions  each  way. 


UUrtte  for  (circular 


KEYSTONE    VIEW   COMPANY   •  meadville,  pa, 

SINCE    1892 PRODUCERS    OF    SUPERIOR     VISUAL    AIDS 


SEE     &     HEAR 


Better  Performance 


on  16  mm.  Sound 


Prefflier-20 

16MM.  SOUND  PROJECTOR 


The  new  "Premier-20"  embodies  many  advanced  fea- 
tures which  combine  to  create  new  standards  of  l6'T»m. 
sound  performance  .  .  .  convenience  .  .  .  and  efficiency 
of  operation.  The  new  swing-out  gate,  shown  above, 
permits  easy  cleaning  of  the  aperture  plate  and  pres- 
sure shoe  .  .  .  without  ever  disturbing  the  lens  focus. 

New  Richer  Tone  Quality — The  latest  12-inch  Jensen 
Permanent  Magnet  Dynamic  Speaker  reproduces  sound 
faithfully,  realistically  .  .  .  has  adequate  power  for 
moderate  size  auditoriums. 

Streamlined  Carrying  Cases— Rugged  . . .  scratch- 
resistant  .  .  .  easy  to  clean,  they  offer  complete  pro- 
tection for  your  Ampro  projection  equipment. 


AMPRO 


Write 
Today... 

Mail  coupon  today  for 
illustrated  circulars  giv- 
ing full  details,  specifica- 
tions and  prices  on  these 
as  well  as  other  Ampro 
classroom  projectors  .  .  . 


Smm.  Silent      •      16mm.  Silent 
16mm.  Sound-on-film      •      Slide  Projectors 
^  16mm.  Arc  Projectors 

A  General  Precision  Equipment  Corporation  Subsidiary 
.SEPTEMBER   •    1947 


C/ose-i/p  of  new  suing-oiit  gate,  showing  gate 
i}i  open  position 

New  Ampro  Slide  and  Filmstrip  Projector 

New  from  every  angle,  this  Ampro  Model  .^0-D 
Projector  for  2"x  2"  slides  and  35mm.  filmstrips  is 
ideally  suited  for  classroom  use.  Simple  to  oper- 
ate . . .  with  curved  film  guide- 
ways  to  guide  filmstrip  in 
exact  position  for  crisp,  bril- 
liant pictures.  Automatic  snap- 
action,  self-centering  slide  car- 
rier assures  perfect  focus  .  .  . 
with  one  hand  operation. 
Quick  tilting  .  .  . 
sharp,  clear  repro- 
duction .  .  .  lift-off 
carrying  case  .  .  . 
many  other  out- 
Amproslide  standing  features. 
Model  30-D 


AMPRO    CORPORATION 

2835  N.  Western  Ave.,  Chicago  18,  III. 

I    I  "Premier-20"   16mm.  Sound-on-film  Projector 

I    I  Amproslide  Model  "30-D"  Dual  Purpose  Projector. 

□  Amproslide  Model   "30-A" — 2"  x   2"  Projector. 


NAME_ 


ADDRESS- 
CITY 


.STATE. 


>W    TO    CHpOS^^-JTND    USE  ..AUDIO-VISUAt/  TEACHING 


See  S  Hear 

INTERNATIONAL   JOURNAL   OF   AUDIO-VISUAL    EDUCATION 


Clonieius  for  Sepiember 


Annual  Fall  Inventory 
MOTION  PICTURES 
Group  1:  The  Social  Studies 

The  World  We  Live  in 

People  of  the  ^\'orld 

The  Arts  of  Li\  iiig 

The  Economics  of  Li\ing 

Group  2:  Science  Films 

Advanced  Science  Films 

Group  3:  Physical  Education.  .  . 


of  New  Audio-Visual  Materials 

FILMSTRIPS  &   SLIDES 
Group  1:  The  Social  Studies 

1      Peoples  of  the  World 29 

4      The  Arts  of  Living 31 

1 1      Teacher  Training 32 

14      Keeping  Fit    (Athletics) 33 

21      Group  2:  Science  Filmstrips 

25      Arithmetic  &  Mathematics 34 

27      General  Science 35 


PUBLISHED  AT  812  N.  DEARBORN  STREET  -  CHICAGO  10,  ILL. 
by  Audio-Visual  Publications,  Incorporated 

Earl  M.  Hale,  President  O.  H.  Coelln,  jr..  Publisher 

Walter  A.  Wittich.  Editor  John  Guy  Fowlkes.  Editor 

William  Ball,  Art  Director 


New  York  Office: 

501  \Vest  113th  Street, 
Robert  Seymour,   jr..  Manager 


Los  Angeles  Office: 

3418  Gardenside  Lane, 
Edmund  Kerr,  Manager 


Issue  1  of  Volume  3.  published  September.  1947.  al  812  North  Dearborn  Street.  Chicago  10.  by  .\udio 
Visual  Publications,  Inc.  Trade  .Mark  Registered  U.  S.  Patent  Office.  Entire  Contents  Copyright  1947. 
Ipiernational  Rights  Resened.  .Application  for  second  class  matter  pending  at  the  Post  Office.  Chicago. 
Illinois.  By  subscription:  S.'i.OO  for  the  school  year;  foreign  $3.50.  .Address  all  adycrtising  and  subscrip- 
tion  requests  to  the  Office  of  Publication  in  C^hicago.   Illinois. 


AUDIOVISUAL  program  stand 
ards  will  be  surveyed  in  the 
October  issue  of  See  &:  He.\r.  The 
Editors  bring  you  an  important  and 
original  new  feature  backed  by  the 
solid  recommendations  of  a  Nation- 
al Committee  of  14  whose  combined 
teaching  experience  totals  243  yearsi 

In  October  we  return  to  the  regu 
lar  editorial  format  interrupted  b\ 
this  special  Inventory  issue  (see  Page 
11).  Radio  and  recordings  come  in 
tor  important  attention  as  do  maps 
and  charts  in  our  broad  and  accurate 
interpretation  of  audio-visual   tools. 

With  this  and  succeeding  issues. 
See  &  Hear  becomes  the  most  com- 
plete source  anywhere  of  all  new 
audio-visual  materials  for  classroom 
and  general  educational  use. 

Most  important  we  recognize  thai 
this  is  a  decisive  period  in  the  historx 
of  audio-visual  materials.  ^Vhil^ 
90%  of  our  schools  still  do  not  legu 
larly  use  either  visual  or  sound  aids 
to  better  learning,  our  full  editorial 
effort  will  be  directed  to  penetration 
of  this  audience  and  to  frank  dis 
cussion  of  the  vital  problems  per 
taining  thereto.  — ()H( 


these 


MAGNIFIED 
VIEW   OF 

Rodioni's 
"Hv-Flect" 
screen  sgr- 
foce  of 
in  ill  ions  of 
gloss  beads 
imbedded 
in  pure 
white  plas- 
tic. These 
REFLECT  lighl 
instead  of 
abiofbing  iM 


NEW  FEATURES 


make  for  better  projection 


RADIANT   MANUFACTURING    CORP. 

1293     S.  Talman  Ave.,  Chicago  8,  III. 
Send  me  FREE  Screen  Guide  —  also  latest 
Circular  showing  complete  line  of  Port-^ 
able.  Wall,  Ceiling  and  Table  Screens. 


Name. 


•  The  new  1948  Radiant  Pro- 
jection Screens  offer  you  a 
host  of  new,  important,  basic 
improvements  that  mean: 
clearer,  sharper,  and  more 
brilliant  pictures.,  .an  amaz- 
ing difference  in  both  black- 
and-white  and  color  projec- 
tion .  .  .  speedy,  convenient 
setting-up  with  screen  (low- 
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position.  Precision-Built, 
modern  to  the  last  detail— these 
new  Radiant  Screens  bring 
out  the  best  in  any  pictures! 


Send  for  FREE  Screen  Guide  Today! 

"Secrets  of  Good  Proiection,"  a  32-pase      i^       ■■■ 
booklet,  -jives  proper  screen  sizes,  correct     /      "JSCfj 
projection  lenses,  tips  for  improving  pro- 
jection   and    many   other   valuable   facts. 
Mail  coupon  for  your  FREE  copy. 

RADIANT 


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Exclusive  New 

Radiant  Screen 

Features 

1  Self-Opening  Tripoli  legs"    ' 

2  Screen  teveller* 

3  Shakeproof  Safety  Catch 

4  Feather  Touch  Adjusting 
Handle  (U.  S.  Patent) 

5  Fully  Automatic  Auto-tock' 

6  Built-in  Shock  Absorbers' 

7  Automatic  Leg  tock 

8  Rubber-Bali  Tripod  Feet 

9  Triangular  Steel  Tube 
Construction  ^ 

10  Automatic  Leg  Adjustment 

11  Finger  Grip  Carrying  Handle 

12  Streamlined  Design 

13  Automatic  teg  Closing 

14  Complete  Range  of  Screen 
Heights 

1 5  Unconditional  Guarantee 

Tfie  complete  Radiant  line 
includes  Wall,  Ceiling  and 
Table  Models  in  sizes  22 
inches  x  30  inches  to  20 
/eel  X  20  feel  ond  larger. 

•Pot.  Pending 


PROJECTION    SCREENS 


SEE     &     H  E  .\  R 


READY  FOR  YOU  NOW! 


Encyclopaedia  Britannica  Films  brings  to  your 
classroom  six  outstanding  new  films  ...  so  skillfully  con- 
cei\ed,  so  brilliant  in  performance  that  ihey  actually  mark 
a  forward  step  in  audio-visual  education. 

See  these  new  EBFilms.  They  illuminate  class- 
room teaching.  Thev  make  information  livelv  and  ab- 
sorbing—are. in  themsehes,  enriching  experiences  which 
your  pupils  will  remember  fully  and  gratefully. 

All  EBFilms  are  designed  for  classroom  use. 
produced  under  the  supervision  of  leading  educators.  ^  ou 
and  your  pupils  are  losing  much  if  you  teach  without 
them.  \Vrite  for  full  information  on  each  of  these  films 
today. 

IN  FULL  COLOR 

3  SUPERB  FILMS  ON  PAINTING 


Hore  ond  the  Tortoise.  A  children's  dossic 
that  comes  vividly  olive  in  this  com- 
pletely cHar>nir>9  film  presentotion. 


Puppetry,  Shows  the  complete  art  of 
pwDPe^ry  from  the  corving  of  figures  to 
tKe'r  manipulation  on  octuol  stoge  sets. 


The    Moking 

Thomas  Hart  oenton,  one  cf 
the  notion  s  most  fomous 
pointers,  executes  o  briHionT 
mural  step  by  step  before 
the  color  comcro ...  a  meth. 
od  of  instruction  that  will 
revolutionize  art  teoching. 


Pointing  Reflections  in  .'.  cv* 
Eliot  OMaro,  A.N.A-,  exc  =  's 
ond  illustrates  his  excellent 
water -color  techniques  while 
pointing  o  view  of  colorful 
Gloucester   Horbor. 


Brush    Techniques.    Mr.    O'Hora 

paints  a  vivid  impression  of  O 
land«ope  while  demonstroting 
brush  techniques  in  o  woy  thot 
only  o  color  film  could  show. 


Immuniiotion.  The  latesi  in  the  famous 
series  of  EBFilms  on  the  human  bod^ 
...  an  interesting,  outhoritotive,  under- 

siondoble  explonotion  of  disease  pre- 
vention. 


ENCYCLOPAEDIA  BRITANNICA  FILMS  INC. 


20  NORTH   WACKER  DRIVE 


CHICAGO  6,  ILLINOIS 


SEPTEMBER   •    1947 


U«iKUilt 


3W    TO    CHpOS^;--jrND    USE  ,AU  D  lO-VISUAI.   TEACHING    MATE^^OaLS 


/fUALS-^ 


cuA<ztmen.  t^  M^'^ect. . . 


IfF 


iy 


WHEX  IX  XEED  OF 
EDUCATIONAL 
FILMSTRIPS  OR 
2  "x  2 "  SLIDES . . . 


iM^  ^S.V-*-'t*m 


^ 


THE  SCIENCES 

Biolopy 

Botany 

Chemietry 

Geulogy 

Mathematics 

Medical  and  Technical 

Meteorology 

Physicf> 

Zoology 

SOCIAL  STUDIES 
Geography 
History 
Sociology 
Sports 
Transportation 

THE  ARTS 

Architecture 

Coh'tunies 

Dances 

Design  and  Crafts 

Interiors 

Landscaping 

Literature 

Music 

Painting 

Sculpture 

Biographies 

Business 

Health 

Home  Economics 

Indu(4triai  Arts 

Languages 

Literature 

Patriotism 

Penmanship 

Reading 

Religion 

\'ocational  Guidance 


•  In  the  S.V.E.  library  of  educational  filmstrips  and 
slides  you  will  find  authentic,  up-to-date  visualiza- 
tion of  any  course  in  the  modern  school  curriculum. 
The  S.V.E.  library  is  the  finest  and  most  complete 
of  its  kind  in  the  world  .  .  .  contains  more  than 

1.500  35  mm.  filmstrips  and  20.000  miniature 
(2"  X  2")  slides.  Subjects  range  from  kindergarten 
stories  to  technical  aid  for  advanced  courses  ...  all 
visualized  under  the  supervision  of  outstanding 
educators.  Additions  to  the  S.V.E.  filmstrip  and 
slide  library  are  being  made  constantly,  and  com- 
pleted material  is  kept  current. 

•  S.V.E.  filmstrips  and  slides  are  shown  to  greatest 
advantage  with  S.V.E.  projectors.  There's  a  model 
to  meet  every  need.  The  AAA  Tri-Purpose  pro- 
jector illustrated  here  shows  single-  and  double- 
frame  filmstrips  and  2"  x  2"  slides.  Easy  to  thread, 
and  easy  to  operate.  Immediate  delivery. 


Model  AAA 


Write  today  for  informative 
S.V.E.  filmstrip,  slide,  and  pro- 
jector catalogs.  Also,  ask  about 
the   free    sponsored    filmstrips. 

Address  Dept.  9:i6E 


SOCIETY  FOR  VISUAL  EDUCATION,  INC. 


100  East  Ohio  Street 


Chicago  11, 


The  Film  Council  of  America 
Announces    National    Program 

PLANS  lor  future  de\elopnient 
—including  an  immediate  goal 
of  350  coninumity  film  councils 
this  year— were  announced  by  thu 
board  of  trustees  of  the  Film  C^uun- 
cil  of  America  as  they  held  their 
first  meeting  in  Chicago  earlv  last 
month. 

To  aid  in  achieving  this  goal. 
uian\  of  the  leaders  of  the  26  exist- 
ing coinicils  appeared  before  the 
board  to  explain  how  they  organized 
and  planned  meetings  in  their  re- 
spective communities,  and  how  they 
attracted  new  members  into  active 
participation. 

C.  Scott  Fletcher,  president  of  En- 
cvclopeadia  Britannica  Films,  and 
chairman  of  the  finance  committee 
of  the  Council,  outlined  the  financial 
dii\e  objectives  and  explained  how 
the  Council  can  ser\e  American  edu- 
cation.   (Continued  on  Page  Eight) 


lor 


^nc    I  lew     Ulcti 

"LITE-WEIGHT 


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United  World  lists  among  its  motion  pictures  the  un- 
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Our  Dealer  Representatives  throughout  the  country 
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Here  are  just  a  few  of  the  great  variety 
of  titles  and  topics  available  for  you 
through  the  all-inclusive  resources  of 
United  World  Hims: 

HHj^^M   THE  SEVENTH  VEIL 

^^^^^^^^VH^I  Outstanding  psycho- 
HH^  rflJHrl  'oi>c3l  drama  starring 
PP    '  »f    \    James    Mason    with 

Ann  Todd  and  featur- 
ing the  music  of  the 
London  Philharmonic 
Orchestra.  Ninety-three  minutes. 
Rental,  one  day  $20. 

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LIFE  CYCLE  OF  A  FLY. 

Julian  Huxley's  fa- 
mous instructional 
film,  cut  to  ten  min- 
utes and  provided 
with  new  sound  track 
for  American  high 
school  and  junior  college  biology  study. 
Sale,  $45;  rental,  $1.50  for  one  day,  $2.25 
three  days,  $3  per  week. 

*  *      * 
THE  HOME.  First  of 

series  of  five  black- 
and-white  sound  films 
on  life  in  Palestine 
•'2,000  Years  Ago" 
each  approximately 
twenty  minutes.  Su- 
perb non-denominational  instructional  film, 
usable  by  all  faiths  and  by  schools.  Rental 
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TEDDY  BEARS  AT  PLAY.  Most  popular 

of  all  short  films  for 
young  children.  Live 
koala  bears  gambol  to 
gay  strains  of  catchy, 
singable  song.  Five 
minutes,  black-and- 
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UNITED  WORLD  FILMS,  INC. 

445  Park  Ave.,  New  York  22,  N.  Y. 

SEND  THIS  COUPON  IN  TODAY  FOR  FURTHER  INFORMATION! 

J. 

1     1  am  interested  in  the  following  films: 
!     Recreational  Q      Educational  Q      Religious  D 
1     |\|AME                       

1    pn^iTinw                        

'     ORGANIZATION    

j     CITY       ZONE...  STATE 

[    UNITED  WORLD  f  ILMS  INC.  •  *45  Pork  Aye.,  New  York  22,  N.Y. 
1                    We  ui«:  D  1«mm  Sound,  D  Silent,  Q  8mm.            S-9 

SEPTEMBER  •   1947 


muiit 


OW    TO    CH00S5,-fl''ND    USE  ,AUDIO-VISUAIi   TEACHING    M  ATE/itl  A  LS' 


CAMBRIDGE  2  reels  -  17  mins. 

Tnis  IS  o  porlralt  of  one  of  the  oldest  universities  in  the  world.  The  film  shows  the  surround- 
ing iandscope  ond  many  of  the  historicoi  colleges.  It  explores  lecture  holls  ond  loboro- 
lories,    and    presents   sequences  of   famous    professors   in    session. 


DOES  IT  MATTER  WHAT  YOU  THINK? 


2  reels  —  15  mins. 


This  IS  on  amusing  and  provocotive  film  for  both  adults  ond  teen-ogers.  which  arouses 
mony  questions  in  the  mind  of  its  audience.  Do  you  think  whot  you  ore  told  to  think  or 
do  you  form  independent  conclusions?  Da  you  read  o  newspoper  becouse  it  expresses 
your  ideos  or  becouse  you  accept  its  editor's  ideas?  When  you  form  on  opinion,  whot 
use   do    you    moke   of    if 


GENERAL  ELECTION 


2  reels  —  20  mins. 


Shot  ot  Kettering  during  the  election  of  1945.  the  film  begins  with  the  formol  proposol 
of  the  condidotes  and  ends  with  the  dromo  and  excitement  of  polling  day.  The  voters  ore 
cooxed  and  cojoled  by  the  orotory  of  eoch  candidate.  Detailed  scenes  of  polling  doy 
show  the  mechonics  of  voting  and  stress  the  importance  of  on  election  in  a  democrotic 
society 


THE  GREAT  GAME  -  SOCCER 


2  reels  -  23  mins. 


;port 


^er    Britain    men    from    foclories    ond    offices    spend    Saturdays    playing    Their    tovcrite 
-  soccer       Children    ploy    tt    in    fields,    schoolyords,    and    even    in    the    streets       Famous 


iniernotionol  amateurs  and  professionols  teach  footboH  tactics  lo  the  young  enthusiosts  The 
film   olso   shows  the   excitement  of   the   finals  of   the   Cup   Competition. 

HISTORIC  ST.  PAUL'S  .  2  reels  -   14  mins. 

This  IS  a  picture  of  5t  Paul's  Cathedral,  post  ond  present  St  Paul  s  rebuilt  by  Sir  Christo 
pher  Wren  after  the  Great  Fire  of  London  ond  St  Paul's  th*  Shrine  of  a  Notion's  heroes- 
Nelson,  Wellington,  Roberts.  Kitchener,  Jellicoe  ond  Beotty  The  fdm  shows  recent  historic 
occosions    and    the    greot    Dome    riding    high    above   the    bllti    of    ^940 


INSTRUMENTS  OF  THE  ORCHESTRA 


2  reels  -  20  mins. 


The  fomous  British  conductor,  Dr.  Malcom  Sergeant,  is  the  ''ommentalor  of  this  br.Hiant 
film  He  demonst rotes  the  sound  ot  each  instrument,  and  then  conducts  the  London 
Symphony  Qi-chestro  in  Benjomin  Britten's  Voriations  and  Fugue  oo  a  theme  by  Purcell. 
The  director  is  Muit    Mothieson    permonent  condjcrof  of  the  London   Symphony   Orchestra. 


MYRA  HESS 


1  reel  —  10  mins. 


Since  Dame  Myrc  Hess  first  oppeored  on  the  concert  plotform  with  Sir  Thomas  Beechom  in 
1907,  she  has  become  one  of  the  supremely  great  British  p-onists  It  has  been  justly 
claimed  that  no  other  woman  pianist  in  the  world  can  equal  her  rendering  of  the  work 
of  Beethoven.  In  this  film  she  ploys  (he  first  movement  of  Beethoven's  Sonoto  in  F  Minor  — 
the   Appassionato   Sonoto 


PROUD  CITY 


3  reels  -  26  mins. 


This  IS  o  plon  for  London.  The  greot  damoge  wrought  by  the  bliti  con  now  be  turned  to 
good  odvontoge,  for  the  plans  for  rebuilding  are  the  result  of  careful  study  and  tnvestigo- 
tlon  ond  will  prevent  hophozord  regrowth  Here  is  the  opportunity  for  the  huge  straggling 
metropolis   to    become    o    planned    and    procticol    city. 


SHRINE  OF  A  NATION 


2  reels  —  14  mins. 


The  history  of  Westminster  Abbey  is  the  history  of  England.  Here  Po'^liament  once  met; 
here  for  centuries  the  Kings  and  Queens  of  Engtond  hove  been  crowned;  and  here  ore 
buried  illustrious  Englishmen  of  oti  times— sovereigns,  statesmen,  poets,  scientists,  musicions. 
WestTTiinster  Abbey  is  o  lovely  exomple  of  Eorty  English  orchJtecture.  Shots  include  the 
coronation   of    King   George   VI. 


YOUR  CHILDREN  AND  YOU 


3  reels  —  31   mins. 


This  subject  concerns  the  care  of  young  children  from  the  first  months  to  the  age  of  four 
Of  five.  It  reotisticoMy  portrays  the  struggles  of  average  imperfect  parents  and  overage 
imperfect  children.  Although  the  film  is  mainly  o  counsel  of  perfection,  the  suggestions  are 
practical    and    parents  could    adopt   them    oil    without   growing    wings 


BRITISH  INFORMATION  SERVICES 


C'-'ia--^'"!^ 


Offices 

30  lukelellff  Pfm,  Niw  York  20,  N.  Y.        3iO  North  Michigon  An.,  Chicogo.  III. 
391  Sutltr  St.,  Son  Froniluo  I,  Colif.         nj  15th  Slcttt,N.W.,WoihingtOK  S.D.C. 

AND  FROM  BRITISH  CONSULATES  AT 
Atlanta   ■   Botton   ■   Denver   •   Detroit   ■    Heutten   ■   Kaniat  Gly 
Ids  AngeUi    •    Miami    •    New  Orleans    •    St.  Louit    •    Seattle 

Film<     available     in     Canada     through     United     Kingdom 
Information   Office:    10   Albert   St.,   Ottawa,   Canada 


(continued    from    page    six) 

Two  ot  the  principle  objccti\cs  ol 
the  Fihn  Council  were  oiiiliiied  by 
C.  R.  Reagan.  Council  president. 
■Speaking  on  the  e\e  ol  the  second 
anni\ersary  of  the  droppini;  ol  the 
atomic  bomb  on  Hiroshima,  Reagan 
said  that  audio-visual  education  of- 
fers the  greatest  hope  for  educating 
all  people  to  an  understanding  b\ 
which  they  can  pre\ent  future 
atomic  wars.  "Our  greatest  goals 
nuist  be  to  be  of  real  service  to  our 
communities,"  he  said,  "and  to  hel]j 
other  groups  do  the  job  for  which 
they  were  founded  more  eflectively. 
Films  can  \italize  their  j^rnoranis, 
and  in  so  doing  can  raise  our  knowl- 
edge and  understanding,  and  ad- 
\ance  our  fight  for  peace." 

Ximierous  members  of  counnunitv 
councils  told  how  their  groups  ar- 
range programs  to  interest  outside 
peojjle  in  films.  Plans  for  a  "Films 
ol  the  World"  festival  in  Chicago 
this  October  and  November  ueii- 
hailed  as  a  prototype  for  other  lilm 
festi\als  to  be  held  elsewhere. 

Paul  Reed,  director  of  \isual  edii 
cation  in  the  Rochester.  New  York, 
schools  told  how  the  Rochester  Film 
Cc:)iuicil  is  conducting  a  survey  ol 
all  audio-\isual  materials  a\ailablc 
fnr  use  by  e\er\  iiuerested  group  in 
that  cit)'.  Represeiuati\es  from  tin 
Lexington.  Kentuckx.  Council,  told 
ho^v  the\  seciued  ilu-  interest  ol 
Muh  groups  as  the  (.'aw  Police  Dc- 
])artment  in  their  programs,  and 
Council  niemhers  Irom  .\ustin, 
Texas,  explained  how  they  obtaineil 
ihc  appointments  ol  special  reprt 
sentalixes  to  the  Austin  Film  Coiiiuil 
from   most  local  civic  organizations. 

Business  concluded  with  the  elei 
lion  (A  Stephen  Core}  of  the  Uni 
\ersitv  of  Chicago  as  chairman  pio 
tem  of  the  board  of  trustees  of  ilu 
Film  Council  of  .\merica.  .At  ihe 
same  time  Thurman  \\'hiie  on  leaxe 
of  absence  as  head  of  the  de])ari- 
r.'.ent  of  \isual  educaliou  at  ihe 
Unixersitv  ol  Oklahoma,  was  selec- 
ted as  executi\e  director  of  the 
Coiincil. 

The  trustees  also  chose  an  execu- 
ii\e  committee  composed  of  Carl 
Milam,  executive  secreiarv  of  the 
American  Library  .Association:  Paul 
Reed,  mentioned  abo\e:  and  Bruce 
NLihan,  dean  of  the  extension  di- 
vision, the  State  Uni\ersii\  of  Iowa. 


SEE     &     HE  A  R 


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amazing    new  16mm   sound-silent  projector 
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Provides  flawless,  brilliant  pro- 
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reproduction  that  enables  you  to 
show  16mm  sound  or  silent  in- 
structional films  at  their  best! 

You  carry  the  SOUND  KING 
from  classroom  to  classroom, 
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Equally  important,  the  SOUND 
KING  is  simplest  to  operate:  can 
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Yes!  From  every  standard  the 
SOUND  KING  is  the  finest  an- 
swer to  audio-visual  require- 
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slightly  hitler   west  o«   Denver 


Simplest  operotion:  con  beserup.  t^reoded 
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cfiUdren!  ligKtest  weight:  combined  weight 
of  projector  c-d  speaker  only  38  pounds! 
beoutffully  styled:  oil  oluminum  cosings  in 
distinctive  grey  crcctle  finish!  kindest  to 
film:  fewer  moving  parts  touch  film,  ond 
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new  SOUND  KING  16mm  sound-silent  projector. 


NAME 


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SEPTEMBER   •    194 


"^"flfPH 


'Three    important    classroom    pictures    in   FULL  COLOR 

the  MEXICAN  ARTS  AND  CRAFTS  series 


1.  COPPER  AND  SILVER 

2.  TEXTILE  AND  DESIGN 

3.  WOOD.  CLAY  AND  FINE  ARTS 

A  detailed  survey  of  Mexican  arts  and  handi- 
crafts, rich  in  cultural  interest  and  stimulating 
to  students  in  many  fields.  Planned  for  curric- 
ular   inclusion   in  arts,  crafts,  social  sciences 

and  languafje  studies. 


Made  to  motivate  and  encourage  ap- 
proved social  conduct  in  children,  5  to  14. 

A  delightful  combination  of  animated 
cartoon  and  live  action,  in  a  skillfully 
written  and  produced  motion  picture. 

TWO   REELS -BLACK   AND   WHITE 

Produced   by    Hugh   Harman    Productions   for   Pictorial  Films«  Inc. 


A  good  government  film  — 

Step-by-step  visualization  of  the 
part  played  by  the  ordinary  citi- 
zen, his  legislators  and  the  Chief 
Executive  in  the  making  of  our 
federal  law.  An  invaluable  film 
for  the  better  understanding  of 
democracy.  Teacher  approved 
for  its  clarity,  conciseness  and 
complete  factual  objectivity. 


A   health-teaching  film  — 

(Produced  with  the  aid  of  the  U.S.  Public 
Health  Service) 

WINKY  THE  WATCHMAN 

(IN  COLOR) 

Rollicking  health  cartoon  for  pri- 
mary grade  students.  The  story 
of  sleepy  "Winky"  and  his 
"Great  White  Wall"  creates  an 
immediate  understanding  of  the 
need  for  vigilance  and  the  im- 
portance of  the  dentist  in  oral 
hygiene. 


Available  for  rental  at  your  NAVED  dealer  or  write  to: 


PICTORIAL  FILMS,  Inc. 

625  MADISON  AVE..  NEW  YORK  22,  N.  Y. 


y 


lU 


SEE     &     HEAR 


^.. 


nnua 


1 


Fall  Inventory  or 

NEW 

AUDIO -VISUAL 
MATERIALS 


^  ^W  '    -  IHorSAXDS  OF 

%  teachers  have  joined 
the  reader  family  ol 
See  R:  Hear  these  past 
several  months.  Many 
A\ere  introduced  to 
the  magazine  while  attending  summer  audio- 
\iMial  teacher  training  courses  in  U.  S.  colleges 
and  inii\ersities  this  past  sununer  and  have 
become  paid  subscribers.  Other  thousands  of 
new  teacher  readers  are  destined  to  become 
regular  readers  as  the  ncAv  school  year  gets 
luiderway  this  fall.  A  \ast  ninnber  \\ill  be 
imfaitiiliar  witJi  material  resources  and  are  in 
urgent  need  of  such  information— just  as  they 


SEPT  I    M    B  F    R 


1    P  4 


will  later  need  practical  guidance  iu  good  utili- 
zation of  films  and  other  audio  and  visual  tools 
for  classroom  instruction. 

This  gieat  common  need  of  our  reader  family 
is  also  a  \ital  necessitv  to  the  producers  of  these 
classroom  materials.  Iheir  enormous  in\est- 
ment  in  new  teaching  films,  filmstrips.  slides, 
recordings  and  graphic  materials  such  as  still 
pictures,  maps  and  charts  merited  the  most 
original  and  complete  support  of  this  publica- 
tion. Seldom  does  a  clear  teacher-reader  need 
coincide  so  importantly  with  the  need  of  those 
who  sen'e  them.  In  that  sjiiril.  we  have  put 
aside  all  regular  articles  and  editorials  already 
paged  for  this  September  issue  and  present  this 

(OVER) 


WAMmmiWim 


OW    TO    CHOOS5,--ff>JD    USE  ..AUDIO-VISUAL   TEACHING    M  ATE.'R  I  A  LS-^ 


(continued    from    previous    page) 

In\entory  Xuniber  of  See  8;  Hear. 

The  task  was  not  an  easy  one.  It 
will  be  e\ ident  that  classroom  motion 
pictures  and  filmstrips  may  ser\e 
many  purposes  in  the  cuniculiun.  It 
should  have  been  easy  to  arrange 
these  materials  by  grade  levels  and  in 
many  pages  this  has  been  indicated. 
But  it  was  also  important  that  we 
stay  within  already  far-extended  eco- 
nomic limits.  The  space  freely  given 
to  \  isual  materials  made  it  necessary 
to  carry  o\er  long  columns  of  space 
on  Educational  Recordings  as  well  as 
condensing   other   features. 

Here  is  the  fust  truly  fimctional 
audio-\isuaI  magazine  e\er  pub- 
lished; we're  plainly  tired  of  aimless 
profundities  of  interest  to  less  than 
a  thousand  enthusiasts  while  90"^'^ 
of  .America's  million  classroom  teach- 
ers are  still  iuiser\fd  by  these  valu- 
able aiidio-\  isual  tools. 

Forgi\e  us  our  trespasses  on  sacred 
fields  of  the  curriculum  in  the  group- 
ing of  these  new  materials.  Forgi\e 
us  the  coiuitless  inadequacies  and  in- 
acciuacies  of  the  descriptions  and 
foi  the  dozen  good  sources  we  have 
undoubtedly  overlooked.  This  is  a 
rieiu  approach,  the  style  of  the  list- 
ings and  their  physical  makeup  will 
be  coiitnniously  unproved  and  cor- 
rected. The  important  thing  is  that 
here  is  a  highh  readable  work-book 
\\hich  doesn't  recjuire  a  technical 
dictionary  and  which  shows  a  rich 
accunudation  of  ready-made  tools 
around  which  you  and  your  school 
can  build  a  budget  and  start  an 
audio-\  isual  program. 

To  all  teachers  we  say,  acquire  the 
fidl  catalogs  of  these  producers  and 
consult  their  dealers  and  special  rep- 
resentatives. Names  of  such  local 
and  regional  contact  sources  can  be 
obtained  by  writing  to  the  principal 
offices  listed  on  this  page. 

To  understand  the  listings  please 
note:  Titles  are  gi\en  fust  and  indi- 
cated in  bold  face.  Motion  picture 
length  is  shown  in  minutes,  thus:  (10 
min.)  Filmstrip  length  is  given  in 
number  of  frames,  thus:  (74  frames) . 
Prices  are  shown  where  possible  in 
the  opening  paragraph  and  followed 
by  the  key  letter  capitals  denoting 
producer  sources,  thus  EBF,  is  En- 
cycIoj)aedia  Britannica  Films,  Inc.,  in 
the  complete  source  list  on  this  page. 

Curriculum  areas,  such  as  primary 


grades,  eleTT}enta)y,  junior  and  senior 
high  school  and  college  levels  are 
shown  in  italics  and,  wherever  pos- 
sible, departmental  use  such  as  Arts, 
Science,  English,  Home  Economics. 
etc.   is  indicated.    Where  adult  and 


club   use   is   indicated,    this  also  ap- 
pears. 

,\  final  paragraph  is  devoted  to 
description  of  significant  contents. 
.\o  e\aluation  is  intended  or  hardlv 
attempted. 


Key  to  Inventory  Source  Abbreviations 


Academy:  .Academy  Films,   1448  W. 

61  St  .St.,  Los  .Angeles  44. 
.Admiral:  .Admiral  Pictures.  Inc. 

X.  Hollywood  &  New  York  Cit\. 
.Air    Age:    .Air    .Age    Education    Re- 
search,   New   York   City. 
AFF:  A.  F.  Films,  Inc.,  NYC. 
.Amer.   Bankers:    American    Bankers 

.Association,  New  York  Citv. 
Barr:   (See  Ideal  Pictures  Corjj.) 

Arthur   Barr   Productions. 
Bell  Tel:  Bell  Telephone  Cos. 

(See  regional  hdg.  offices.) 
BIS:   British  Information  Services 

30  Rockefeller  Plaza,  NYC. 
Bradley:  Bradk\-Clark  Films 

326  \V.  1  bird  St.,  Los  Angeles. 
Brandon:  Brandon  Films,   1600 

Broadway,  .\ew  York  Cit\. 
Brand:  Paul  L.  Brand  &  Son 
1640  Connecticut  .A\e.,  X\\'., 
Washington  9,  D.  C. 
Castle:  Castle  Films 

30  Rockefeller  Plaza.  XYC. 
Bray:   The  Bray  Studios,  Inc. 

729  Seventh  A\e.,  Xew  \ork  City. 
CFEofA  or  China   FE:  C:hina   Film 
Enterprises  ol  America.  Inc. 
35  Park  .Ave..  Xew  Wnk  16. 
GIF   or    Coronet:    (Coronet    Instruc- 
tional Films 

Coronet  Bldg..  Chicago  1. 
Curr:  Curricuhun  Films.  Inc. 

(see  Jam  Handy  Organization.) 
EBF:     Encyclopaedia     Briiaiuiica 
Films,  Inc.,  20  X.  Wacker. 
Chicago  6. 
FI:  Films,  Incor]jorated 

330  ^V.  42nd  St.,  Xew  York  City  18. 
FN:  Films  of  the  Xations 

55  W.  45th  St.,  Xew  York  Citv  19. 
FP  or  Film  Pub:  Film  Publishers 

Xew  Y'ork  City. 
FSC:  Film  Studios  of  Chicago 

Field  Bldg.,  Chicago,  111. 
GF&W:  Grant,  Flory  &  Williams 

Xew  York  City. 
HEF:  Hollywood  F'ilni  Enterprises 
6060  Sunset  Boulevard. 
Hollywood,  C^alifornia. 
Hoefler:  Paul  Hoefier  Piodui  lions 
6 121/2  So.  Ridglev  Drive, 
Los  -Angeles  36,  Calif. 


Hoist:  Kenneth  L.  Hoist.  Inc. 
6404  Holhwood  Bl\ci.. 
Holhwood  28.  Calil. 
ICPP:    Informative    Classroom    Pit 

tore  Publishers.  Xew  York  Citv. 
IFB:  Imeinational  Film  Bureau 

84  E.  Randolph  St.,  Chicago  I,  111. 
IFF:  International  Film  Foundation 

1600  Broadway,  New  York  Citv. 
IPC:   Ideal  Pictures  Corporation 

28  E.  8th  St.,  Chicago  5,  111. 
JHO:  Jam  Handy  Organization 

2821    E.  Grand  Blvd..   Detroit   11. 
Johnson:  Johnson-Hunt  Productions 
1132  X.  Highland  Ave.. 
Holhwood  38.  Calif. 
KB:   Knowledge  Builders 

625  Madison  .Ave.,  XYC  22. 
KV:  Keystone  \'iew  Co. 

Meadville,  Pa. 
March  of  Time:  March  of  Time, 
Forum   Edition.   369   Lexington 
Ave.,  New  York  City   17. 
Mission:  Mission  Pictures 
Hollywood,  California. 
McGraw-Hill:     McGiaw  Hill     Book 
Co.,  Inc.,  330  W.  42ntl  St.,  NYC  18. 
NFBofC:    National    Film    Board    of 
Canada,  84  E.  Randolph  St., 
Chicago  1.   (also  Xew  '\ork  Citv)  . 
OF:  Official  Films,  Inc. 

25  W.  45th  St.,  XYC  19. 
PPVS:  Philip  Photo  Visual  Service 

Los  .Angeles,   California. 
Pictorial:  Pictorial  Films, 

625  Madison  Ave..  NYC  22. 
SCF:  Save  Children   Federation 

Xew  A'ork  City. 
MS:  Simmel-Meservey,  9538  Brighton 

Way,  Beverly  Hills,  Calif. 
SVE:  Society  for  \'isual   Education, 
Inc.,   100  E.  Ohio  St..  Chicago  11. 
TFC:  Teaching  Films  (aisiodians 

New  'i'ork  City. 
TF,  Inc.:    Teaching  Films,  Inc. 

20  \Vcsi  20th  St.,  Xew  York  Citv. 
TK:   Trindl-King,    123   So.   Bowling 
Green  Way.  Los  .Angeles  24.  Calil. 
UWF:  United  World'  Films,   Inc. 

445  Park  Ave..  Xew  York  City  22. 
VG:  X'ocaiional  Guidance  Films 

2718    Beaver   .Ave..    Des    Moines. 
YAP:  ^■oung  .America  Films 

18  E.  41st  St.,  Xew  York  Citv  17. 


INVENTORY     INTRODUCTION 


MOTION 
PICTURES 

GROUP    ONE:    THE   SOCIAL   STUDIES 


The  World  We  Live  In 

FILMS     FOR    THE    STUDY     OF     GEOGRAPHY     AND     GEOLOGY: 
HELPING   US   KNOW  OUR  LAND  AND   OUR   PHYSICAL  WORLD 


Flight  Over  the  Arctic— (10  miii.) 
S.'ii.OO.    Air  Age  Educ. 

Intermed.,  Jr.,  Sr.  H.S.:  Sue.  Sliicl- 

iis    Geoe.,  Aeronautics. 

•  Geography  from  the  air  is  the 
approach  to  the  study  of  the  fjords, 
the  glaciers,  the  mountainous  rim, 
and  the  ice  cap  of  Greenland.  This 
film  offers  an  unicpie  opporiunii\ 
to  see  the  geography  of  a  country 
from  an  entirelv  nc^\■  perspecti\e  and 
to  dramatize  the  relationship  be- 
tween map  stiid\  and  land  forms  as 
seen  from  the  aii. 

Geography  From  the  Air— (10  min.) 
B.&:\V.  Sound.  S40.00.  Air  Age  Ed. 
Research. 

lutcriuid.,   Jr..   Sr.,   High    Stiiool, 
College:   C.eography,  Social  Studies. 

•  This  unusual  educational  film  pro- 
vides an  opportunity  for  teachers  to 
show  their  pupils  world  geography 
as  seen  from  the  air.  From  footage 
taken  by  the  Air  Transport  Com- 
mand, scenes  from  all  over  the  world 
have  been  selected  to  illustrate  out- 
standing geographical  elements.  The 
content  and  sequence  of  the  film  are 
based  on  land  geography,  ocean  ge- 
ography, and  man  made  geograph- 
ical featines.  Not  a  tra\elogue,  this 
is  a  film  designed  to  meet  the  needs 
of  teaching  global  geography  in 
keeping  with  established  courses  of 
study. 

KNOWING   OUR   LAND 

The  Colorado  River- (1  reel)  B&:W 
.■$45.00;  Color  $75.00.  Coronet. 

Interm.,  Jr.  and  Sr.  H.S.:  Teacher 
Training:  Geog.,  Geol.;  Soc.  Stud- 
ies, Social. 

•  .\  beautiful  river  is  the  theme  of 


EMtUU^iXlil 


this  Coronet  film,  its  rushing  force 
controlled  by  giant  dams,  its  untam- 
ed energies  diverted  to  serve  civi- 
lization through  transmission  lines 
and  irrigation  ditches. 

Hoover  Dam    oji    "The    Colorado  River" 


Historic  Death  Valley  —  (22   min.) 
Sound.   Color  only,  ,5150.00.  Hoefler. 
Jr.,     Sr.     High     School,     College, 
Adult;  Geography,  Scenic. 

•  An  educational-cultural  film  with 
historic  and  picturesque  Death  Val- 
le\.  The  production  includes  fidl 
treatment  of  Death  Valley's  anthro- 
pological histor),  historic  back- 
ground, places  of  interest,  and  des- 
ert floral  life. 

Great  Lakes  —  (22  min.)  Sound. 
Intermed.,  Jr.,  Sr.  High  School; 
Social  Studies,  Geography,  Com- 
merce. 

•  The  shipping  theme  is  used  in 
this  film  to  link  short  sequences  on 
steel  production  in  the  Great  Lakes 
area,  pidp-making.  ship  building, 
grain  storage,  and  the  workings  of 
canals  and  locks. 

Production  by  the  National  Film 
Board  of  Canada  and  exclusii'cly  dis- 
tributed in  the  United  States  by  the 
Internatiinial  I'ihn  Bureau. 


Natural  Resources  of  the  Pacific 
Coast-  (10  min.)  Sound.  B.&W. 
.?45.00,  color,  .|75.00.  GIF. 

Intermed.,  Jr.,  Sr.    High   School: 
Geography,  Geology.  Economics. 

•  The  vast  richness  of  the  natural 
resoiuces  of  the  Pacific  coast,  in- 
cluding its  lumbering,  fishing,  farm- 
ing, and  mineral  industries,  is  vivid- 
ly portrayed  in  this  film.  The  ne- 
cessity for  conserving  our  natural 
resources  is  strikingly  emphasized. 
Produced  under  the  supervision  of 
Dr.  Clifford  M.  Zierer,  Chairman. 
Dept.  of  Geography,  University  of 
California  at  Los  Angeles. 

Rivers    of    the    Pacific    Slope—  (10 

mill.)     Sound.   B.&:\V.  $45.00,   color, 

S75.00.    GIF. 

Intermed.    Grades,    Jr.,    Sr.    High 
School;  Economics,   Geography. 

*  Produced  under  the  supervision 
of  Dr.  Clifford  M.  Zierer,  Univ.  of 
Calif,  at  Los  .\ngeles,  this  film  tells 
the  story  of  three  river  s)stems— the 
Columbia,  the  Sacramento-San  Joa- 
(|uin.  and  the  C^olorado— and  the 
uses  to  which  man  has  put  these 
Pacific  Slope  rivers,  adapting  them 
lo  the  special  needs  of  the  territory. 
It  illustrates  these  rivers  serving  as 
a\enues  of  commerce,  logging,  and 
(ish-spawning,    and    shows    how    the 

Brilliant    photograpliy    in    "Great   Lakes" 


nm 


INVENTORY     1 


)W    TO    CHpOS^>-3tND     USE.AUDIO-VISUAL   TEACHING    MAT^IAL^-^ 


Rivers  ot   the  Pacific  Slope:  contd. 

dams  built  across  them  ser\c  na\i 
station,  and  luniish  clcctrie  jjowcr 
and  water  to  the  surroundini; 
couiiirysidc. 

Seaports  of  The  Pacific  Coast—  (1 

reel)    B&W  $45;  Color  $75  Coronet, 

Interm,  Jr  Sr  HS.  Teachers  Traui- 

hig:  (ieog.  (ictil:  S(>(.  Studies,  Snciol. 

•  Takes  an  exciting  toin'  of  the 
bustling  acti\ities  in  San  Francisco 
Ba\.  .Seattle  and  the  ports  of  Piigct 
Sound,  Portland,  Los  Angeles,  and 
San  Diego.  Views  of  the  huge  lircak- 
waters  of  Los  .\ngeles'  man -made 
Iiarlior  at  San  Pedro  stress  the  im- 
ponance  of  our  commercial  gate- 
ways. 

Trading  Centers  of  the  Pacific  Coast 
( 1  reel)  B>l;\V  .S45;  Color,  $7.')  C;oro- 
net. 

hilerrned.,  Jr,  Sr  HS:  Teacher 
Training;  Geog,  Geol;  Soc.  Studies, 
So(  iol. 

•  Nol  onl\  studies  the.se  paiticular 
areas  with  a  uniqueh  animated  map 
and  action  photography  which  cap- 
tures the  very  vitality  of  the  West 
Coast's  major  cities,  but  presents  the 
common  factors  which  expand  small 
trading  posts  into  tremendous  cent- 
ers of  commerce, 

Toniesha  —  (20  min.)  Color,  sound. 
%\h()  VAF. 

jr.  &  .Si,  High  School.  CoUrgr: 
Gen.  Science:  Geography. 

•  This  color  film  dcsciibcs  the  geo 
logic  formation  and  the  lloi.i  ol 
Death  X'alley,  the  nati\c  Indian 
name  ol  which  is  Tomesha.  The  dim 
tells  how  the  Indians,  native  to  tlie 
\alle\,  ada|)ied  themsehes  to  their 
euxironment  and  were  able  to  sid) 
sisi  on  (lie  iiali\c  plants  that  glow 
liierc.  It  also  discusses  the  boia\ 
developments  in  the  valley  since  the 
advent  of  the  \\liiie  man. 

^  ellowstone.     Grand     Tetons  -  (22 

min.)  Sound.  Color  onl\,  .'Si 50.00. 
Hoefler. 

Jr.,     Sr.     High     School.     College. 

Adult;  Geography.  Scenic. 

•  This  educational-cull  111, d  lilm 
opens  with  spectacular  giouud  and 
aerial  views  of  Yellowstone  National 
Park,  including  '-Old  I-'aiihlul" 
geyser  in  action  and  othei  naiuial 
wonders  ol  this  legioii.  Iiuimate 
vieAvs  of  the  wild  life  of  Yellowstone 
are    also    shoxvn.     The    scene    then 


changes  to  Ciand  I  ctons  .N.iiiou.il 
Park  with  \iews  of  scenic  grandeur 
including  the  lamous  |acksoii  Hole 
ami   (ackson  Lake. 

\osemite  National  Park— ( I  I    min.) 
Sound.    (;olor  onh,  $75.00.  Hoefler. 

/)..     Sr.     High     School,     College. 

Adult:  Geography.  Scenic. 
•  .An  educational  -  cultural  film 
which  offers  complete  loxerage  ol 
this  astonishing  natural  xvonderland. 
Complete  geological  data  is  includ- 
ed, as  well  as  histoiical  iidormaiioii. 
data  on  wild  lile  and  pl.int  lile,  and 
numerous  \iews  ol  this  region's 
lamous  cauNons,  waterfalls,  rock  for- 
nialioiis,  ami  oilur  natural  wonders. 


NEIGHBORS  to  the  SOUTH 

(.-l/io  see  People  of  tlic  JVnrld.  Inventoiy 
.')  and  Fitmstrip  Inventory  Page  29  for  other 
niiilerial.) 

Chile:  The  .4ndes— (10  min.  Ciolor. 
,S.')0.00.    H.F.E. 

Intermed..     jr..     Sy.     U.S.     A, lull. 

Clubs:  So(   Studies.  Gcog. 

•  An  excellent  presentation  through 
animation  and  direct  photograph\ 
ol  the  effect  of  the  .\ndes  on  the 
climate,  the  industries,  and  the 
society  of  C^hile.  4'lie  dimatic  eflects 
are  vividly  shown;  transportation 
problems  are  presented,  and  unusu- 
ally excellent  photographv  and  ex- 
planatory narration  gi\e  one  an  "at 
home"  feeling  lot  the  countix. 
Reconuncnded  for  use  with  the  films, 
Chile:  People  of  the  Country  Estates. 
Atacaina  Desert.  Chile:  Copper  lii- 
di:sir\.   Chile:    The   South    Coiiiilry. 

Chile:     The     South     Counir)  —  (II) 

mill.)    .S50.00.    H.F.F.. 

Inlrniird..     jr..    Sr..    H.S.:    Adult. 
Cliil's:  Soc.  Sliidic's,  Gcog. 

•  File  iulliieiKe  ol  the  Andes  on 
the  climate  of  ilie  Soiiih  (ouiiiia. 
the  problem  ol    the   isol.ition   ol    the 


( oimiiuuiiies  ami  people,  the  de- 
pendence on  shipping  and  its  haz- 
ards are  well  explained  through  a 
liliii  which  re\eals  this  country  Irom 
its  sea  coast  and  enxiions.  Good 
animation  heljjs  with  the  explana 
tion.  The  mood  of  that  climate  is 
well  caught  through  outstanding 
photography.  Recommended  for 
use  with  the  films,  Chile:  People  of 
the  Country  Estates,  Alacainii  Des- 
ert. Chile:  The  Andes.  Chile:  Cop- 
per /iiduslry. 

Panama:  Crossroads  of  the  Western 
World- (10  min.)  Sound.  B.&;\\'. 
.1?45.00,  color,  $75.00.    CIF. 

Intermed.  Grades,  Jr..  Sr.  High 
School,  .-idull:  Social  Studies,  Ge- 
ography. Couimerce. 

•  Panama  has  long  been  the  cross 
roads  lor  trade  and  tra\el  between 
North  and  South  America,  and  the 
Atlantic  and  Pacific  Oceans.  This 
liliii  shoxvs  the  lile  and  surroundiiins 
ol  ihe  jjcople  of  this  colorful  litile 
upublic.  Classes  in  Geogia])h\  vvill 
liud  it  to  be  an  interesting  summaiv 
ol  cultural  and  economic  life  in  a 
ivpical  Middle  .American  countr\. 
Production  Mi|)er\ision  b\  Dr.  CHydc 
Kohii.    .Northwestern    l'ni\ersii\. 

Peruxian  Plateau— (10  min.)   Sound 

!;.,V\\.    $15.00.    HFE. 

Intermed..  Jr.  High  School:  Social 
Studies,  Geography,  Economics. 

•  Fhis  film  deals  with  the  history 
and  de\clopmciu  of  the  natural  le 
sources  of  the  high  Andean  plateaus, 
where  much  ol  the  mineral  wealth 
of  Peru  is  lound.  It  describes  tiie 
dilhciihies  of  economic  exploitation 
ot  resources  at  such  high  altitudes, 
and  how  modern  machincrx  and 
iiiodeiii  tiansporiation  methods  ha\c 
made  I  his  |)ossible.  Wool  raising 
and  textile  weaxing.  another  im 
portant  plateau  industrx  made 
profitable  b\  the  use  ol  modern 
machinery,  is  also  coxered. 

"Paiianiir.  Crossroads  of  tlie  Western  IlorW 


^ttuS 


.tRvnwmrivptiiiliitflTi 


I    I 


I  N  V  E  N  T  O  K  \      2 


Plantation     in      Peiu-(l(t     min.) 

Sound.  B.&W.  S45.0().    HFE. 

Intcrmed.,  jr.  High  School:  Social 
Studies,  Economics,  Geography. 

•  riiis  (ilni  deals  with  a  little 
kniiun  aspcti  of  Peru— the  cultiva- 
tion of  sugar  in  an  almost  rainless 
desert,  located  between  the  .Andes 
and  the  Pacific.  In  this  arid  region 
thousands  of  Peruvians  live  and 
work  under  a  system  of  tenant  farm- 
ing. The  film  not  onh  shows  the 
sugar  plantations,  but  also  the  work- 
ers  living  conditions,  the  ingenious 
use  of  irrigation,  the  fertili/ing  proc- 
eses  using  guano,  and  the  final  har- 
vesting of  the  crop.  It  is  important 
in  that  it  illustrates  the  life  of  the 
j)laiuation  worker  who  wrests  a  \  alu- 
able  cro|j  from  an  almost  barren 
wasteland. 

Soince  of  the  .\mazon— (10  min.) 
Sound.    B.KW.  S4J.00.    HFE. 

Intermed.,  Jr.  High  School:  Social 
Studies.  F.coiininics.  Geography. 

•  This  film  opens  with  the  melting 
of  snows  of  one  of  the  highest  peaks 
of  the  Andes,  and  follows  a  tiny 
trickle  of  water  downhill  as  it  be- 
comes larger  and  larger.  The 
stream  cascades  from  the  high  .\n- 
dean  plateau  to  become  a  smooth 
jungle  river,  ultimately  joining 
others  to  form  the  mighty  Amazon. 
\ati\c  \illages  along  the  river  are 
shown,  and  the  dependence  upon 
the  river  of  their  economic  life  is 
stressed.  Also  shown  is  Iquitos,  the 
jungle  capital  at  the  head  of  navi- 
gation of  the  .\mazon.  Careful  map- 
ping assists  in  telling  of  an  area  that 
is  little  known,  and  seldom  visited. 

CANADIAN     FILMS 

Fur    Country  —  (22    min.)     Sound. 

Color.  SI 30.00;  rental.  S5.00.   IFB. 
Intermed.,   Jr.,   Sr.    High    School: 
Social  Studies,   Geography,   Com- 
merce. 

•  The  camera  follows  an  Indian 
trapper  on  one  of  his  periodic  visits 
to  his  trap  line  in  the  region  of 
James  Bay.  Winter  travel  by  sled 
and  snow  shoe,  camping  in  the  snow, 
various  ways  of  setting  traps,  and 
the  best  way  to  dry  a  pelt  are  also 
shown. 

Produced  by  the  Xalional  Film 
Board  of  Canada  and  exclusively 
distributed  in  the  United  States  by 
the  International  Film  Bureau. 


A    ict'ru'    Jlorn    "Land    jor    /'. 


Land  for  Pioneers  —  (14  min.) 
Sound.  B..^\V.  510.00:  rental.  S2.50 
per  day.  IFB. 

Intermed.,    Jr.    High    School:    Ge- 
ography, Social  Studies. 

•  .A  comprehensive  treatment  of 
the  resources  and  industrial  develop- 
ment of  the  Canadian  .\orth  and 
Northwest.  Historical  material  cov- 
ers the  seeking  of  the  "Northwest 
Passage"  and  the  Hudson  Ba\  Com- 
pany, and  present  moves  toward  in- 
tlustrial  development  are  empha- 
sized. 

This  film  ivas  produced  by  the 
Xalional  Film  Board  of  Canada  and 
is  exclusively  distributed  in  the 
United  States  by  the  International 
Film  Bureau. 

Montreal— (23  min.)  Sound.  Color, 
SI 30.00:   rental,  55.00.    IFB. 

Intermediate,  Jr.,  Sr.  High  School; 

Social  Studies,  Geography. 

•  This  film  shows  the  largest  and 
most  historic  cit\  in  Canada.  The 
celebration  of  Moiitrears  trccenten- 
arv  is  depicted  together  with  some 
of  its  historic  streets  and  buildings, 
and  some  of  the  life  of  the  city— the 
business  section,  the  two  universities, 
the  Art  Gallery,  the  airport,  the  rail- 
ways, and  the  wharves. 

Produced  by  the  National  Film 
Board  of  Canada  and  distributed  in 
the  United  States  exclusively  by  the 
International  Film  Bureau. 

OUR    NORTHERN    COAST 

Passage  To  The  Pribilofs  (10  min) 
C:olor.  575  Hardcastle. 

Intermed,  Jr,  Sr  HS,  Adult;  Soc. 
Studies,  Geog.,  Clubs. 

•  The  film  includes  the  journey 
from  Seattle  through  the  inside  pas- 
sage across  the  Gulf  of  Alaska  to  the 
Bering  Sea.  The  .\leut  Indian  resi- 
dents of  the  rock  bound  Pribilof  Is- 
lands are  photographed  as  they  live. 
Fhe  flowers  of  the  Pribilof  Islands, 
birds,  reindeer,  the  Alaska  fur  seal, 
are  only  part  of  the  well  photo- 
graphed visit  to  the  Pribilofs. 


KNOW    THE    WORLD 

Australia  Todav—  (35  min.)  Soiniil. 
Color,  5225.00;  rental,  $7.50  per  day. 
IFB. 

Intermed.,   Jr.,   Sr.    High    School; 

Social  Studies,  Geography. 

•  .Xn  all-color  feature  film  illustrat- 
ing cities,  coastal  scenes,  l)caches, 
moiniiains,  mines,  farms,  sheep  and 
cattle  ranches,  trees,  flowers,  animals, 
birds,  and  other  interesting  features- 
of  the  island  continent.  Teacher's 
guide. 

En  Champagne— (14  min.)     Sound. 

B.kW.  S67.50;  rental,  55.00  per  day, 

57.50  per  week.    IFB. 

Jr.,  Sr.  High  School;  French,  Ge- 
ography. 

•  This  film  divides  this  province 
of  France  into  two  sections:  the 
moist  and  the  dry.  Fidl  treatment  of 
each  is  given  accompanied  by  a 
simply-spoken  commentary.  .\  com- 
plete exposition  of  the  manufacture 
of  famous  Champagne  is  included, 
as  well  as  one  of  the  textile  industry 
in  1  roves  and  Reims.  .A  picture  of 
the  magnificent  Gothic  Cathedral  in 
the  latter  city  concludes  the  film. 

(WITH     COMMENTARY     IN     FRENCH) 

La  Loire—  (20  min.)    .Sound.    B.!i:\V. 

S67.50,  rental,  S5.00  per  day,  57.50 

per  week.    IFB. 

Jr.,  Sr.  High  School:  French.  Ge- 
ography. 

•  This  film  is  a  suivey  of  the  river 
Loire  from  its  torrential  start  in  the 
Massif  Central,  to  the  well-popu- 
lated valley  in  its  estuarv  to  the  two 
well-known  jjoiis  of  Nantes  and  St. 
Nazaire.  The  geographic  back- 
ground furnished  by  the  film  is 
essential  to  a  better  understanding 
of  the  river's  importance  in  litera- 
ture, although  the  usual  chateau 
country  views  are  omitted.  Simply - 
spoken  commentary   is  in  French. 

Les    Canaux  —  (16    min.)     Sound. 

B.&W.   567.50:  rental,  55.00  per  day, 

57.50  per  week.   IFB. 

Jr.,  Sr.  High  School:  French.  Ge- 
ography. Commerce. 

•  I.e  Canaux  is  a  film  on  the  canals 
of  France  in  general  and  on  the  op- 
eration of  locks  in  particular.  Miu  h 
historical  material  is  given  and  the 
mechanical  aspects  are  shown  in 
both  animation  and  photographic 
techniques.  Simply-s])oken  commen- 
larv  is  in  French. 


INVENTORY    3 


i^ 


LEARX  ABOUT  MAPS 

Great    Circle—  (14    min.)      Sound. 

B.&W.  $37.50;  rental,  $2.00  per  day. 

IFB. 

Intermed.,  Jr.   High   School:   Ge- 
ography, Social  Studies. 

•  An  excellent  documentary  in 
which  animated  globes  are  used  to 
sliow  great  circle  routes  and  the 
chief  cities  of  the  world  are  linked 
i)y  air.  Ihe  use  of  the  airplane  to 
o\ercome  natural  barriers  is  vividly 
portrayed  and  a  plea  is  made  for  its 
use  to  o\ercome  human  barriers  as 
well.  In  the  words  of  the  film  "the 
airplane  makes  us  look  at  the  world 
as  a  whole.  If  wc  use  it  as  it  should 
l)e  used,  all  the  nations  of  the  world 
cui  !)(■  united." 

Global  Concept  in  Maps— (I   reel.) 
B.&W.  .§45.00:  color,  $75.00  Coronet. 
Jr.,  Sr.,  H.S.,  Col.,  Teacher  Train- 
ing: Ceog  Geol. 

•  Simplifies  a  difficult,  but  in  this 
age  of  flight  in  a  shrinking  world, 
most  important  subject;  clarifies  the 
methods  of  map  projection  and  illus- 
trates the  great  circle  route. 

Maps    Are   Fun— (10    min.)     Souiul. 

I5.8:\V.   S45.00;  color,  .$75.00.    GIF. 
/)•.    and    Sr.    High    School;    Geog- 
raphy. Social  Studies. 

•  Introduces  the  fimdamcntal  con- 
cepts of  map  reading— legend,  scale, 
grid,  types  of  maps,  uses  of  coloi, 
ho\\-  to  read  a  map  index,  etc.— 
through  the  stor\  of  Ronnie,  who 
prepares  a  map  of  his  paper  route 
so  his  friend,  Dick,  mav  take  o\er 
ihc  route  \\hile  Ronnie  goes  on  his 
vacation.  Supervised  by  Dr.  \'iola 
Theman,    Xorthwestcrii    Uni\ersii\. 

What  Is  A  Map?  (10  min.)  $45 
Teaching  Films. 

Prim..    Intermed..    .Adult.    Col: 


"Global  Concept  in  Mnjis"  ctarifies  Itie  mod- 
ern melltods  in  map  projection. 


Lang.  .Iris.  Soc.  Studies.  Teaching. 
Psych. 

•  .\n  excellent  experience  for  voung 
children  in  making  the  transition 
from  real  things  to  abstract  map  in- 
terpretations at  the  second  through 
fourth  grade  le\els.  \'ocabular\, 
concept  organization,  and  the  intro- 
duction of  new  materials  is  leisural 


and  understandable  to  young  chil 
dren.  Using  a  child's  room,  the 
transitional  steps  from  the  reality 
of  the  furnishings  to  map  presenta- 
tion are  shown.  The  same  concepts 
are  then  described  using  an  air 
\iew  of  a  small  communit\  and 
translating  its  major  map  features 
into  symbol  presentation.  Evaluated 
In-  primar\    teacher's  committee. 


People  of  the  World 

THEIR    CULTURES    -    CUSTOMS    -    AND    THEIR    HISTORICAL 
ANTECEDENTS  TOLD   1\   THESE   NEW  CLASSROOM    FILMS 

and  landmarks  are  shown  accom- 
panied by  a  simply-spoken  commeii- 
tar\  in  French.  There  are  no  English 
subtitles.  Copies  of  the  commentar\ 
may  be  had  —  1st  copy  free,  addi 
lional   @  5c. 


Bread  and  Wine— (Hi  min.)    Sound 

B.&^V.    $82.00.    IFF. 

Intermed.,  Jr.,  Sr.  High  School: 
Economics,  Social  Studies,  Geog- 
raphy. 

•  This  film  deals  ^vitii  Italian  agii- 
culture  and  the  "nie//adria"  s\stem 
of  Italian  farming.  It  includes  the 
harvest  of  the  grapes,  tiie  cultivation 
of  the  crops,  the  making  of  bread, 
the  routine  life  of  the  farmers  and 
their  jMoprietor,  and  an  evening 
meal.  The  film  stresses  people,  and 
gives  an  excellent  insight  into  the 
economic  and  social  structure  of 
modern  |)ost-war  Italv. 

Cambridge— (21  min.)  Sound.  li.&W, 
$2  Rental,  a|)pl\   for  ^al('  price  BIS. 
Intermed..    Jr..    Sr.    High    Sthool: 
Geography,  Social  Studies. 

•  This  is  a  pfHtrait  of  one  of  the 
oldest  universities  in  the  world.  Set 
in  the  heart  of  the  old  Market  town, 
its  colleges  are  rich  in  history.  Their 
buildings  and  the  long  lawns  reach- 
ing down  to  the  Ri\er  Cam  arc 
famous  for  their  beauty.  The  film 
shows  daily  life  at  Cambridge,  ex- 
ploring lecture  halls  and  labora- 
tories. It  presents  sequences  of  well 
known  |)iofessors  conducting  classes, 
ami  oilers  scenes  of  the  libraries, 
chapels,  and  dining  halls  for  which 
the  universitv  is   justh    famous. 

Coconut  Tree— (10  min.)  Films  of 
the  Nations. 

Soi.  St..  /./.;  Geog.,  S.C:  J. A. 

•  .\  completely  instructive  film  on 


This  animation  scene  is  from  Ihe  neiu  EBF 
classroom  film  "I?nmigration." 

Immigration— (10  min.)     $45.    EBF. 

Intermed.,  Jr.,  Sr.  H.S.,  Col., 
.■idult:  Soc.  Studies,  Civics,  U.  S. 
Hist.,  Social..  Clubs. 

•  Through  animation,  pi  intipalh, 
the  de\elopment  ot  inunigration  in- 
to the  United  States  by  national 
groups  is  shown  as  it  approached  its 
peak  between  1890  and  1920.  Se- 
(juences  on  the  motives  which 
prompted  immigrants  to  leave  their 
homeland.  ]jhotogra[)hv  showing  the 
passage  through  Ellis  Island,  and 
graphic  illustratirms  of  settlement 
and  adjustment  of  innnigrants  in 
.\merica  is  woven  into  many  ani- 
mated sequences.  The  drastic  im- 
inigiation  restriction  following  the 
.\ct  of  1924  concludes  the  film.  .\ 
very  comprehensive  experience  in 
visualizing  the  over-all  iunnigration 
history  of  the   U.  S. 

.\  Paris— (15  min.)  Sound.  B.K;\\'. 
$67.50;  rental,  $5.00  per  day,  $7.50 
|)er  week.    IFB. 

/)'.,  Sr.  High  S(hi)ol:  Ircudi.  Ge- 
ography. 

•  This  film  furnishes  glimpses  of 
the  economical  and  cultural  life  oi 
Paris.     Many   of    the    famous   sights 


INVENTORY     4 


1 


the  uses  to  which  the  people  of  South 
India  place  the  nut,  the  fronds,  the 
husks,  and  the  milk,  of  the  coconut 
tree.  Leisural.  entirely  understand- 
able sequences  show  the  nati\e  cot- 
ta^c  industries  and  their  counterpart, 
the  urban  industries,  transforming 
the  raw  materials  into  many  products 
—soap,  coco  matting,  spun  twine, 
beverages,  etc.  The  best  film  on  its 
subject  as  of  October.  1946. 
Eskimo  Summer—  (22  min.)  Sound. 
Color.  Sl")0.0(t:  rental,  S5.00.  IFB. 
hitermediate,  Jr.,  Sr.  High  School: 
Social  Studies,  Geography. 

•  Describes  the  activities  of  the 
Eskimos  during  the  short  Arctic 
sur,mer  when  they  prepare  food  and 
lucl  for  the  winter  ahead.  The  men 
are  shown  trapping  and  spearing 
fish,  hunting  whales,  seals,  bears, 
and  walrus.  The  women  are  shown 
preparing  food  and  clothing. 

Produced  by  the  Xatiorial  Film 
Board  of  Canada  and  distributed  in 
the  United  States  exclusively  by  the 
International  Film  Bureau. 

Farmers  of  the  .\ndes  —  (10  min.) 
.Sound.    B.jLW.  S45.00.    HFE. 

Intermed.,  Jr.  High  School;  Social 
Studies,  Geography,  Economics. 

•  This  film  deals  with  the  de- 
scendants of  the  Incas  who  till  the 
soil,  much  in  the  manner  of  their 
ancestors,  in  the  high  altitudes  of 
the  .-\ndes.  The  subjects  treated  in- 
clude problems  of  living  and  farm- 
ing at  great  altitudes,  living  condi- 
tions of  the  farmers,  principle  grain 
crops  raised,  primitive  threshing  and 
winnowing  methods,  and  inarket 
day  activities. 

Greece  —  (16  min.)  B.&A\ ".  Sound. 
S35.00  for  3  year  lease,  short  term 
rates  on  request.  March  of  Time 
(Forum  Edition)  . 

Intermed., J.  Sr.  H.S.,  Col,  Adult; 

Social  Studies,  History,  Geography. 


.i  •■cene  from  motion  picture  "Eskimo  Sum- 
mer" produced  by  the  Sational  Film  Board. 


•  Cradle  ol  oui  \\  c->icMi  Civiliza- 
tion, Greece  is  shown  in  iliis  film  as 
a  little  nation  of  some  seven  million 
people,  still  passing  through  a  {jeri- 
od  of  readjustment  which  will  take 
\ears  to  complete.  The  film  shows 
the  heroic  struggles  of  the  people  of 
Greece,  as  w-ell  as  the  efforts  being 
made  for  her  return  to  economic  and 
political  order.  The  many  supplies 
and  implements  distributed  by 
L'NRR.\  are  shown,  but  it  is  point- 
ed out  that  internal  order  must  come 
from  the  people  themselves. 

Hacienda    Life    in    Old    Mexico  — 

(10  min.)  Sound.  Color  only,  S75.00. 
HFE. 

Elementary    Grades;    Geography, 

Social  Studies. 

•  .\n  examination  of  the  Mexican 
community  of  San  Carlos,  eight  long, 
hard  days  on  horseback  from  the 
nearest  point  of  civilization.  Life 
in  San  Carlos  goes  on  almost  exactly 
as  it  did  one  hundred  odd  years  ago 
when  it  was  ruled  bv  the  Spaniard 
who  founded  it.  This  film  portrays 
in  forceful  contrast  a  self-sufficient 
communitv  existing  todav  with  none 
of  the  later  mechanical  facilities  so 
common  in  a  modern  community. 

Historic  St.  Paul's—  (21  min.)  Sound. 
B.<:W  S2  rtiual.  apply  for  sale  price 
BIS. 

Intermed.,  Jr.,   Sr.   High    School: 
Geography,  Social  Studies. 

•  This  is  a  picture  of  St.  Paul's  Ca- 
thedral, London,  past  and  present. 
Rebuilt  by  Sir  Christopher  ^Vren 
after  the  Great  Fire  in  the  17th 
Cent.,  St.  Pauls  has  become  the 
shrine  of  manv  of  England's  heros 
—Nelson,  Wellington.  Roberts,  Kit- 
chener, and  Beatty.  The  film  shows 
some  recent  historic  occasions  and 
contains  a  beautiful  sequence  of  the 


great  dome  riding  high  above  the 
Blitz  of   1940. 

The  Incas- (10  min.)  Sound.  B.&W. 

S45.00   HFE. 

Intermed.,  Jr.  High  School;  Social 
Studies,  History,  Geography,  .-irt. 
Handicrafts. 

•  This  film  treats  of  the  civilization 
of  the  Incas,  before  the  arrival  of  the 
Spanish,  and  shows  the  results  of  the 
Spanish  conquest  and  occupation, 
apparent  even  today.  The  ancient 
Inca  capital  of  Cuzco  is  shown  with 
its  Inca  doorways  and  ancient  walls 
mingling  with  Spanish  arches,  them- 
selves almost  400  years  old,  just  as  the 
Peruvian  Indians,  descended  from 
the  Inca,  walk  beside  Perm  ian  white 
men.  descended  from  the  Spanish 
conqueror.  The  rich  detail  of  Inca 
and  Spanish  handicraft  and  archi- 
tecture are  shown,  with  close-ups  of 
textiles,  pottery,  jewelry,  and  golden 
ornaments,  and  building  details. 

Italy    Rebuilds— (20    min.)     Sound. 

B.&W.    590.00.    IFF. 

Intermed.,  Jr.,  Sr.  High  School: 
Current  Everils,  Civics.  Social 
Studies,  Geography. 

•  This  film,  a  report  on  the  work 
of  LNRR.\  in  Italy,  is  the  story  of 
an  Italian  family— the  Montinellis— 
leaving  the  "D.P."  camp  and  going 
back  to  what  was  once  their  home 
before  enemy  planes  bombed  their 
\illage.  Things  seem  hopeless  until 
UXRR.-\  aid  arrives— helping  the 
Italians  to  help  themselves.  This  is 
a  dynamic  documentary  valuable  for 
its  fKjrtraval  of  the  courage  and  de- 
termination displayed  by  the  Monti- 
nellis. and  thousands  like  them,  in 
rebuilding  their  homes,  communitv. 
and  nation. 

Modem  Chippewa  Indian  —  (10 
min.)    Color.  S-M. 

Soc.  St.,  I,  J;  U.  S.  Hist.,  S.;  Social., 

C. 

•  The  story  is  told  of  the  coopera- 
tive efforts  of  the  Indians  in  fishirig, 
lumbering,  and  in  other  of  iheir 
skills  as  they  live  on  the  Red  Lake 
Reservation  in  Minnesota.  The  story 
is  told  of  their  assimilation  into 
white  men's  civilization  through 
which  their  contribution  becomes 
one  of  doing  collectively  those 
things  they  are  best  able  to  accom- 
plish; namelv.  fishing  and  lumber- 
ing. 


INVENTORY     5 


tMMMMlMl} 


TO    CHOOS^>^'ND    USE  .AUDIO-VISUAL   TEACHING    M  ATE-'fCfA  LS-^ 


Native  Earth— (12i/2   miii.)     Sound. 

B.&VV.   S3 1.25:  renta!,  SI. (if)  per  day. 

IFB. 

Intermediate,  Jr.,  Sr.  High  School: 
Social  Studies,  Geography. 

•  A  film  about  New  Guinea  and 
its  primitive  natives,  who  in  the 
wild  jungles  gave  valuable  help  lo 
the  Australian  and  .American  armies 
during  the  war  wiih  Japan.  Illus- 
trates the  successful  training  of  a 
backward  people  by  the  .Australian 
Go\ernnient. 

People  of  Peru— (10  min.)     Sound 

15.&.\\'.  S15.00.    HFE. 

Intermediate  Grades^  Jr.  High 
School;  Social  Studies,  Geography, 
Economics,  Transportation. 

•  This  film  covers  the  \aried  peo- 
ples of  Peru  from  the  old  established 
aristocracN  of  the  capitol  at  Lima, 
to  the  half  ci\ilized  Indians  of  the 
Andes.  It  includes  the  geography 
and  history  of  the  land,  the  people 
of  the  cities,  homes  and  recreation, 
coastal  plantations,  plateau  farmers, 
and  jungle  Indians.  It  shows  how 
advanced,  and  yet  how  primitive, 
the  people  of  a  single  country  can 
be,  and  how  nuich  their  manner  ol 
living  depends  ujjon  iheir  geo- 
graphican  en\ironment. 

Proud  Citv— (26  min.)  S'j(i.25:  rem. 
$3.    JJIS. 

Col,    Adult;    Art.    Cnucs.    Clubs, 
Ind.  Arts,  Soc.  Studies,  Social. 

•  This  film  describes  the  plan  for 
rebuilding  London.  The  plan  is 
shown  through  photograph,  map. 
and  model  whereby  the  various  bor- 
oughs of  London  will  become  self- 
contained  conmiunities  with  homes, 
industry,  schools,  and  shopping  dis- 
tricts in  their  proper  location. 
Shrine  of  A  Nation- (14  min.)  S42; 
rent,  S2.    BIS. 

Jr,  Sr  HS,  Col,  Adult;  Art,  Civics, 
Geog,  Genl,  Hist,  Soc.  Studies.  Sociol. 

•  In  the  heart  of  London  stands  the 
.\bbey  Chinch  of  Westminster.  Here 
every  reigning  British  sovereign  has 
been  crowned  for  nine  hundred 
years.  The  film  shows  in  detail  the 
famoi";  chapels,  Poet's  corner,  th( 
Statesmen's  Aisle,  the  tombs  ol 
Henry  VII  and  Mary  Queen  of  Scots 
The  film  ends  with  scenes  from  the 
coronation  of  King  George  and 
Queen  r.li/aljcth. 

Story  of  Omolo-('J  min.)  $22;  Rem 
$1.    BIS. 

Prim..     In  term.,     Jr.     HS,     .-idult; 


■4gric,    Civics,    Consev,    Geog,    Geol,  the  British  go\ernment  has  an  agri- 

Soc.  Studies,  Sociol.  cultural  center  where  the  Bantu  peo- 

•  Oniolo  loses  his  home  by  fire  and  pie  are  allotted  temporary  holdings 

goes    to    Bukiira.    in    Kenva.     Here  and    are   taught    practical    farming. 


The  Arts  of  Livin&| 

FOR    PERSO.XAL    GUIDANCE 
•   CRAFl  S  AND  Lll  ERATURE 


LEARNING     I  ()    LI\E    •    FILMS 
APPRECIATION  OF  MUSlC:   •   ART 

THE    EDUCATIONAL    TASK 

(.iiso  see  Personal  Guidance  films  and  tlie 


Filmstrip   hwentoty    pages) 

The  American  Teacher— (15  min.) 
B.&W.  Sound.  S35.O0  for  3  year  lease, 
short  term  rates  on  request.  March 
of  Time  (Forum  Edition) . 

Intermed.,  Jr.  Sr.  H.S.,  Col,  Adult; 
Social  Studies,  Education,  Teach- 
er Training. 

•  This  film  presents  the  pros  and 
cons  of  "Progressive  Education"  and 
points  out  to  the  U.  S.  citizen  his 
responsibility  for  the  cpialitx  of  the 
education  his  coinmunit\  pro\  ides 
for  its  young.  It  also  gi\es  a  brief 
historical  sketch  of  American  educa- 
tion, beginning  with  the  little  red 
sdiool  house,  and  covering  today's 
emphasis  upon  the  scientific  princi- 
ples of  psychology. 

Education  for  .\1I-(21  min.)   Sound. 

Color.     Apply    lor    Pri(e.     Harmon 

Foundation. 

Sr.  High  School,  College,  Adult 
Groups;  Education ,  Social  Studies. 

•  This  film  was  made  by  the  Har- 
mon Fotindation  in  co-operation 
with  the  Facidtv  Centennial  Com- 
mittee of  the  Ciiy  College  of  New 
York.  It  emphasizes  the  philosophy 
of  education  represented  by  C.C.N.Y. 
—free  higher  education  open  to  citi- 
zens of  all  races  and  all  creeds.  The 
film  traces  briefly  the  history  of  the 
Free  Academy,  as  it  was  first  known, 
through    to    the    present    institution 


which  ser\es  some  23,000  New  York 
Cit\  residents.  It  includes  shots  of 
the  College's  adult  education  exten- 
sion services  in  neighborhood  li- 
braries, museums,  etc.  Narration  is 
by  Ben  Grauer,  famous  network  an- 
nouncer, who  graduated  from  the 
College  in  1930. 

School  in  the  Mailbox- (18  min.) 
Sound.  B.&W.  .S50.0{):  rental,  S2.,5() 
per  day,    IFB. 

Intermed.^   Jr.,    Sr.    High    School; 

Social  Studies,  Geography. 

*  A  lilm  showing  how  the  children 
of  the  .Australian  "Outback"  on 
farms  and  ranches  are  educated  by 
means  of  correspondence  courses 
sent  out  by  the  government.  It 
shows  the  lessons,  covering  jirimary 
grades  through  high  school,  being 
con\eyed  by  airplane,  train,  auto, 
buggy,  bicycle,  and  camel,  and  also 
shows  the  conditions  under  which 
the  children  live  and  study.  Teach- 
er's guide. 

Teacher  Training  Series—  (McGraw 

Hill)  .Series  content:  5  sound  films, 
averaging  22  min.  each,  and  5  silent 
lihnstrips,  averaging  40  frames  each. 
Apply  for  price.  McGraw-Hill  Book 
Co.,  Inc.    "Textfilm  Dept. 

College;  Pre-sennce  and  In-service 

Training  of  Teachers. 

•  This  ambitious  series  is  part  ol 
the  McGraw-Hill  Book  Company's 
program  of  audio-\isual  supplement 


"Classroom    Discipline"    a    scene    from    the       "Learning  to   Understand  Children"  is  an 
Kcic  McCrciir-Hill   Trnrhrr  Trninim;  Series.       oilier  film  in  the  MrC.ra-.r  Hill  Series. 


INVENTORY     6 


"Broader  Concept  of  Method"  shows  teach- 
ers and  children   planning  togetlier. 

Teacher    Training    Series:    Cont'd. 

lo  tluir  tcxthookN.  The  lihiis  arc- 
based  on  a  particular  textbook  (  Stii- 
ih-jit  Teacliiiig  h\  R.  Schorling. 
I'liix.  of  Mich.)  and  the  filinstaipN 
lest  knowledoe  acc|iiired  Iroui  ihi- 
lihiis:  text  book,  fihn  and  tihnstrip 
thus  form  a  co-ordinated  teaching 
iniit.  Titles  of  films  (and  related 
lilmstrips)  include 
Learning   lo    Understand   Children:   Part    I 

—A    Diagnostic   Approach 
Learning  to   Understand  Children:  Part  II 

—A    Remedial  Approach 
Classroom   Discipline 

Broader    Concept    of    .Method:    Part    I    — 
Teachers    and     Children    Planning    To- 
gether 
Broader    Concept    of    Method:    Part    II    — 
Teachers    and     Children     Working     To 
gether 

EDUCATIONAL     METHOD 

Aptitudes    and     Occupations  —   (15 

min.)    B.&:\V.    Sound.    S67.50.    GIF. 

S?'.   Hioli   School.   College.  Adult: 

Teacher      Trainitig,      Psychology, 

(luidance. 

•  Under  the  supervision  of  Dr. 
G.  E.  Williamson.  Prof,  of  Psychol- 
ogy. Univ.  of  Minn.,  and  Milton  E. 
Hahn.  X'ocational  Go-oi'dination 
Dept..  Uni\.  of  Minn.,  this  film 
analvzes  and  illustrates  six  fimda- 
mental  a]jtiiudes— mechanical,  social. 
clerical,  musical,  artistic,  and  schol- 
astic. It  shows  standard  tests  to  de- 
lerniine  indi\idual  aptitudes  and  is 
especially  .\aluable  in  teacher-coun- 
>.elor   training   programs. 

Does  It  Matter  What  Vou   Think? 

-(16  min.)  S47.,')0:  RentS2.00:  B.I.S. 
Sr.  H.S..  CcjL.  Adult:  Ch'ics.  Clubs, 
Psych,  i-  Teaching,  Soc.  Studies, 
Social. 

•  An  amusing  and  provocative  film 
lor  both  adidts  and  yoimg  people. 
It  poses  such  questions  as  "Do  we 
think  what  we  are  told  to  think  or 
do  we  come  to  independent  conclu- 


sions}' It  vou  lorm  an  opinion,  do 
\ou  make  use  of  it'-" 

Education  for  the  Deaf— (31    min.) 

so:}.;,"):  rent.  S,")  lilS. 

(.'o/..  Adult;  Guidance,  Physical. 
IJeallh.  Xursing.  Psych.,  and 
Teaching  Soi'.  Studies,  Soc. 

•  A  tletailed  presentation  of  the 
methods  by  which  deaf  children  are 
laught  to  speak.  Two  year  olds  are 
accepted  b\  the  special  schools  and 
many  stay  until  they  are  twent\. 
1  luir  classroom  progress  is  slower 
than  that  of  other  children,  but 
when  the\  leaxe  school  they  are  fidh 
((ualilied  to  take  their  place  in  tlu 
world. 

Fihn  Tactics-  (22  miu.)  $25.70. 
G.iMlc. 

Col.:  Psych.,  Teaching. 

•  This  is  an  outstanding  discussion 
of  film  milization  by  analogv  through 
a  naw  training  situation.  The  rela- 
tionship between  physical  environ- 
ment, instructor  personalitv,  and  the 
psychology  of  method  is  vividlv 
shown  through  a  demonstration 
situation  involving  the  teaching  of  a 
naw    tactic. 

How    to   Study— (10    min.)      Souml. 

B.>1:\\'.  S4,i.OO:  color,  S75.00.    GIF. 
Jr.  and  Sr.  High  School,  Teachet 
traininn:  En"    Lans-  and  .4rts. 

•  .\n  appeal  to  the  student  clear!  \ 
showing  that  studying  can  be  pleas- 
ant and  prohtable  through  cultiva- 
tion of  proper  techniques— budget- 
ing study  time,  adjusting  the  reading 
rate  to  purpose  and  material,  and 
locating  material  in  the  librarv  and 
from  other  sources.  Supervised  b\ 
Dr.  Win.  Brink.  Prof,  of  Education. 
Xorthwestern  University. 

How    to    Read    a    Book  —  (1  reel.) 

B.k\V.  S45.00:  color,  S75.00.  Coronet. 

Jr..  Sr.,  H.S.:    Teacher   Training: 

Psych     and     Teaching;     Reading 

Readiness. 

•  Selecting  a  hook  involves  several 
considerations:  What  information  is 
needed?  What  cjuestions  are  to  be 
answered?  What  does  the  book  of- 
fer? This  film  does  much  to  answer 
these  questions  and  includes  other 
details—  the  author's  attitude;  where 
to  look  for  kev  ideas  and  how  to 
use  them  in  rapid  reading:  the  in- 
dex: footnotes  and  references:  when 
to  read  ipiickly  and  when  to  read 
with  greater  care. 


Improve  \our  Reading— (1  reel) 
B.,<:W.  S4.").00:  color.  S7.">.0().  Coronei. 
Inlcrin.,  Jr..  Sr.  H.S.;  Psych  and 
Teaching,  Reading  Readiness. 
•  This  lihn  offers  many  suggestions 
lor  improving  the  rate  of  reading 
and  comprehension,  reading  with 
fingers,  with  lip  movement,  etc.  It 
is  developetl  in  an  iiueresiing,  con- 
crete situation,  around  characters 
from  whom  pujjils  and  teachers  will 
learn  and  will  enjoy  knowing. 

Bklovv:   The  film  "It's  Your  Library"  shows 
IIS  how   to  use  the  school  library   materials. 


It's  Voiu'  Library— (lU  min.)   Sound 
B  &  \\ .,  .Applv  for  price,  T,  F.  Inc. 

Elementary    Grades     (3-5) ;    Eng. 

Lang.,  and  .-Iris. 
•  This  film  introduces,  to  'J-year- 
old  Dick,  the  library  as  a  source  of 
rich  adventure.  It  shows  the  variety 
of  material  sufficient  to  satisfy  everv 
child's  interests,  and  the  many  ways 
in  which  librarians  hel])  children 
make  the  best  use  of  their  library. 

lUi-ovv:  .1  scene  from  "Know  Your  Library" 
illustrates   use  of  the  school  library. 


know    \  our    Librarv  ^10    min.) 

Sound.    B.&W.    .S45.60;    color,    §75. 
GIF. 

/)■.    and    Sr.    High    School:    Eng 

Lang,  and  Arts. 
•    .\n    introduction    to    the    use    of 
the  librarv.   including  the  organi/a- 


l^«lKVJilt 


INVENTORY 


)W    TO    CHpOS^>^ND    USE  .AUDIO-VISUAI^' TEACHING    M  ATE-'fTlA  LS^^ 


lion  of  a  typical  high  school  libraiv; 
iiow  to  use  the  card  catalogues:  the 
arrangement  of  books  on  the  slich  es; 
and  how  to  use  the  encyclopedia, 
the  Reader's  Guide,  and  the  vertical 
file.  Produced  under  the  supervision 
of  Alice  Lohrer,  M.A.,  Ass't.  Prol. 
of  Library  Science,  University  ol 
Illinois. 

Near  Home-  (20  min.)  $56.25. 1.F.B. 
Teaching,  C;  Psychology,  C. 

•  The  film  shows  how  a  good  teach- 
er develops  interest  among  his  class 
in  the  community  in  which  they 
live.  In  brief  this  is  a  fine  film  to 
show  the  value  of  field  trips  as  a 
part  of  classroom  experience.  It 
goes  beyond  this  to  show  leisurely 
and  in  detail  how  the  preparation 
for,  the  accomplishment  of,  and  the 
follow-up  activities  of  the  field  trip 
are  actually  completed  by  one  class 
group.  While  the  film  is  photo- 
graphed in  England  and  is  accom- 
]ianied  by  English  commentary,  it 
is  a  very  valuable  teaching  experi- 
ence both  for  in-service  and  teacher 
(raining. 

Safe  Use  of  Tools—  (5  min.)   Sound. 
B.&VV.  $22.50,  color,  $40.00.    CIF. 
Primary  and  Adult:  Safety. 

•  Children  need  their  own  tools, 
and  must  learn  how  to  use  and  care 
for  them.  This  film  shows  proper 
methods  for  using  scissors,  knives, 
hammers,  saws,  and  other  small  tools 
—in  the  neighborhood,  and  at  school. 
Super\ised  by  Mary  Greer,  Win- 
netka  (111.)  Public  Schools. 
Spelling  Is  Easy— (10  min.)  Sound, 
I5.&\V.   $45.00;  color,  $75.00.   CIF. 

Intermediate     Grades,     Jr.     High 
School;  Ens-  Lans..  and  Arts. 

•  This  unusual  film  is  the  result  ol 
several  months  of  research  and  ex- 
perimentation to  develop  a  practical 
\  isual  aid  to  spelling.  Produced  un- 
der the  supervision  of  Dr.  Viola 
Theman,  Northwestern  University, 
it  is  a  motivational  film  for  the  in- 
termediate grades,  and  presents  the 
five  basic  rules  for  learning  to  spell. 
Teamwork  —  (20  min.)  Sound. 
n.k\V.   Apply  for  price.    SM. 

Jr.,  Sr.  High  School;  Social  Studies, 
Civics,  Sociology. 

•  This  film  has  an  interesting  his- 
tory. Its  teaching  fundamentals 
were  first  tested  and  developed 
through  an  experimental  sound 
filmstrip  produced  by  the  Metropoli- 
tan N.  Y.  Branch  of  the  D.  V.  I.  of 


the  National  Education  .Association, 
the  story  for  this  filmstrip  being  de- 
\cloped  by  a  sociology  class  at  Scar- 
borough School  in  New  York. 

The  resultant  film,  based  on  the 
above  experiment,  is  a  study  ol  the 
means  by  which  pupils  and  adults 
can  achieve  co-operation  in  the  com- 
|)lex  world  of  today.  The  picture  is 
based  on  the  simple  story  of  a  high 
school  group  working  together  on  a 
project  common  to  all  schools.  To 
obtain  authenticity,  all  characters 
arc  played  by  actual  students  attend- 
ing VVoodrow  Wilson  High  School, 
Long  Beach,  Calif.,  where  the  film 

•  DEVELOPMENT  OF 

How  a  Baby  Grows—  (Child  Devel- 
opment Series)  10  films  (10  min. 
each)  B.&W.,  silent.  $24.00  each. 
EBF. 

Sr.  High  School.  College,  Adult 
groups;  Teacher  Traiyiing,  Psy- 
chology, Home  Economics,  etc. 

•  This  series  of  ten  teaching  films, 
all  of  which  were  produced  in  col- 
laboration with  Dr.  .\rnold  Gesell. 
director  of  the  Clinic  of  Child  De- 
velopment, Yale  University,  shows 
I  he  development  of  infant  psvchol- 
ogy,  beha\  ior.  and  personality.  Two 
groups  of  fi\e  subjects  each  make 
up  the  series.  Group  A  considers 
general  aspects  of  infant  de\elop- 
mcnt  along  the  lines  mentioned 
al)o\e,  and  Group  B  presents  prac- 
tiial  applications  of  these  concepts 
1)\  analyzing  daily  e\ents  in  the  in- 
fant's life.  The  title  of  each  film  in 
I  he  series  and  a  brief  synopsis  fol- 
lows; 

GROUP    .\ 

•  How  Behavior  Grows  analyzes 
I  lie  stages  through  which  a  baby 
passes  in  learning  to  rise  from  a 
horizontal    to   an    upright    position; 

A  scene  from  the  EBF  film  "How  a  Baby 
Grou's"   in    tlte    Cliild   Development   Series. 


was  photographed  in  natural  sur- 
roundings. 

We  Discover  the  Dictionary  —  (10 
min.)  Sound;  B.&rW.  S45.00;  color. 
>75.00.   CIF. 

Intermediate     (hades,     Jr.     High 
School;  Eng.  Lan.  and  Arts. 

•  This  film,  supervised  by  Dr.  \iola 
rheman,  Northwestern  Univ.,  is 
based  on  a  careful  study  of  diction 
.ii\  problems.  It  teaches  dictionaix 
skills  including  use  of  guide  words, 
finding  the  spelling  and  definition 
of  words,  reading  diacritical  marks, 
and  distinguishing  the  man\  kiiuK 
of  dictionaries. 

THE  INDIVIDUAL  • 

reveals  how  the  process  requires  a 
year  of  organization  and  co-ordina- 
tion of  muscular  and  mental  con- 
trols; and  explains  how  the  child'> 
mental  ability  de\elops  in  passing 
from  one  level  of  maturity  to  an 
other. 

•  The  Growth  of  Motor  Behavior 
traces  the  development  of  motor 
control  from  birtii  through  the  first 
live  years.  It  indicated  that  the  new 
born  baby  is  active  but  has  no  con 
irol  over  muscles  and  how  control 
is  gradually  learned  as  the  months 
pass.  It  analyzes  these  advancing 
stages  of  complex  muscle  control  ol 
ihe  eyes,  hands,  trunk,  and  legs. 

•  Infants  Ai-e  Individuals  indicates 
ihat  e\ery  child's  unique  individual 
ily  and  personalit\  begin  to  assert 
themselves  even  in  the  child's  in- 
fancy. This  is  demonstrated  by  de- 
[Mcting  certain  motor,  adaptive,  and 
social  behaviors  in  such  a  way  as 
lo  prove  that  distinctive  behavior 
patterns  are  manifested  in  the  infant 
and  ])ersist  in  later  life  as  well. 

•  The  Growth  of  Adaptive  Behav- 
ior portrays  the  development  of  the 
child's  finer  motor  co-ordination  dur- 
ing the  first  fi\e  years  of  his  life.  It 
traces  the  growth  of  pawer  to  dis- 
criminate in  action  and  selection 
and  illustrates  these  de\elopments 
b\  experiments  showing  how  the 
child  manipulates  and  exploits  ob- 
jects in  his  world. 

•  Twins  Are  Individuals  demon 
strates  conclusively  the  fact  that 
e\en  in  the  case  of  identical  twins, 
remarkably  similar  in  behavior,  ap- 
pearance, and  characteristics,  each 
ne\ertheless  has  his  own  unique  per- 
sonality.   Twin  behavior  is  illustrat- 


INVENTORY     8 


'SHY  GUY"  a  new  Coronet  Film  u>  help  oveitonie  bhyneb:^  among  adolescenL  youngsters. 


c(l  fioiii  iiil.iiuv  to  aclolisnim  ami 
comparisons  disclose  striking  simi- 
larities as  well  as  consistant  differ- 
ences which  continue  into  the  teens. 

GROUP  B 

•  The  Baby's  Bath  illustrates  pre- 
scribed methods  for  administering 
the  baby's  baih  during  the  first  year 
of  life,  and  calls  attention  to  the 
infant's  growing  ability  to  partici- 
pate actively  and  enjoy  his  bath.  It 
indicates  that  the  bath  is  not  onh 
a  means  of  achieving  cleanliness,  but 
an  opportunity  for  physical  exercise 
and  social  contact  with  the  mother 
as  well. 

•  Bottle  and  Cup  Feeding  demon- 
strates how  the  baby  gradually,  yet 
rapidly,  becomes  able  to  master  the 
implements  of  feeding,  and  shows 
how  the  feeding  responses  become 
more  and  more  skillful  as  his  matu- 
rity increases. 

•  The  Conquest  of  the  Spoon  ex- 
plains how  spoon  feeding  is  a  more 
complex  behavior  than  feeding  from 
a  cup.  It  describes  the  baby's  gradu- 
al development  of  the  fine  manipu- 
lative skills  required  for  efficient  use 
of  the  spoon:  a  process  which  takes 
years  to  perfect. 

•  Self-Discovery  in  a  MiiTor  repro- 
duces the  slow  but  sure  steps  by 
which  the  baby  learns  the  ideas  of 
"self"  when  he  looks  into  the  mir- 
ror for  the  first  time.  The  gradual 
development  of  self-discovery  be- 
comes apparent  upon  observing  the 
child's  response  to  his  own  image. 
The  film  explains  the  psychological 
and  educational  implications  of  the 
situation. 

•  Early  Play  stresses  the  importance 
of  determining  the  babv's  indi\  idual 
tastes  for  tvpes  of  plav  and  plav 
objects.  It  advises  that  the  child's 
own  preferences  be  respected  and 
shoidd  determine  the  kind  of  play 
indulged    in.     The    film    also    illus- 


ir.iics  tlic   kind   of  simple  phi\   situ 
ations   which    most   growing    babies 
enjoy  at  different  ages. 

PERSONAL    GUIDANCE 

Are  You  Popular?  (1  reel)  B&:W 
,'i>4,5;  Color  $75  Coronet 

Jr  Sr  HSj  PA,  Teacher  Training; 

Clubs,      Guidance,      Psych.      and 

Teaching. 

•  Crystallizes  teen-age  problems  of 
sotial  behavior  into  a  vital  compact 
guide  to  boy-and-girl  proprieties  and 
popularity,  as  an  attractive  cast  por- 
trays realisticallv  familiar  situations 
and  characterizations. 

How  Do  You  Do—  (15  min.)  YA 
Films,  .-^pply  for  price. 

English,  J.,  S.:   Guidance,  J.,  S.; 

Clubs,  J.,  A. 

•  ,\  well  organized  approach  to 
the  problem  of  how  to  introduce 
persons,  one  to  another,  is  illustrated 
in  this  film.  Organized  to  be  of 
interest  to  teen-agers,  the  film  illus- 
trates introductions  under  \arying 
circumstances:  boys  and  girls  of 
same  age,  persons  of  same  and  oppo- 
site sex;  acknowledging  introduc- 
tions, etc. 

Johnny  Learns  His  Manners  —  (22 
min.)  Sound.  B.&:\V.  Apply  for 
price.     PFI. 

Primai-y,  Elem.;  Eng.,  Lang.  Arts. 

•  This  is  the  story  of  Johnny  and 
his  two  alter-egos,  "Badself",  a  nasty 
imp  who  urges  Johnny  to  mis-be- 
have, and  "Goodself",  who  tries  to 
help  Johnny  be  a  good  boy.  For  the 
first  half  of  the  film  "Badself"  gets 
the  upperhand  and  Johnny  begins 
to  turn  into  a  little  pig.  .\fter  every 
displav  of  bad  manners  the  change 
i)ecomes  more  apparent— his  feet  be- 
come hoo\es,  his  nose  a  snout,  etc. 
But  thanks  to  Mother  and  "Good- 
self",  Johnny  learns  his  manners  and 
is  restored  to  normal.  Told  in  new 
animation  technique. 


Shy  (,Lu  -  ili.,  ncls;  li.vW  $.'»1: 
Color  $95  Coronet 

Jr  Sr  HS,  PTA,  Teacher  Train- 
ing; Clubs,  Guidance,  Psych,  and 
Teaching 

•  (Overcoming  sh)ncss)  helps  ad- 
just the  shy  adolescent  as  he  wit- 
nesses the  screen  "shy  guy's"  start 
to  improved  social  relations  through 
those  principles  of  friendly  associa- 
tion demonstrated  by  his  better  ad- 
justed fellow  students. 

Tommy's  Day  —  (15  min.)  B&W 
Sound.    ?57.    YAF. 

Primary  Grades;  Language  Arts, 
Health,  Social  Studies 

•  This  film  scr\es  several  basic  pur- 
poses at  the  primary  grade  level:  it 
leaches  some  of  the  simple  and  im- 
portant health  habits  of  that  group, 
provides  the  child  with  an  orient;i- 
tion  to  a  desirable  pattern  of  every- 
day life,  and  serves  as  a  \isual  ex- 
perience which  the  teacher  can  use 
to  stimulate  and  develop  oral  and 
written  language  expression.  The 
film  is  built  around  a  day  in  the 
life  of  Tommy,  an  attractive  7-year- 
old  boy— a  day  that  is  typical  in  all 
respects,  except  that  he  disco\ers  on 
this  particular  morning  that  one  of 
his  baby  teeth  is  loose.  Home  scenes 
involving  Tommy,  his  small  sister, 
and    his    mother   and   father,    point 

"Tommy's  Day"  was  produced  for  primary 
grade  level  use;  the  film  helps  us  guide 
N  )„).^rWfrt    in   desirable    behavior   patterns. 


UMW91WLm 


INVENTORY    9 


3W    TO    CHpOS5>^ND     USE  .AU  D  lO-VISUA^   TE  A^H  ING    MATfiClAL: 


PERSONAL   GUIDANCE 

Tommy's  Day:  continued 

out  desirable  jjiaditcs  ol  personal 
cleanliness,  tooth  care,  diet,  and 
laniily  relationships.  Scenes  in  Tom- 
my's school  pro\ idc  further  oppoi- 
I  unity  lor  discussion.  Ali(r  dinnii 
that  evening.  Tommy's  tooth  comes 
and  and  the  film  concludes  as  his 
lather  hids  him  <;ood-nii;ht.  Iradi 
(I's  Guide  incluiled. 
■your  Children  and  You—  (30  min.) 
SfiO.OO.    Film  Pub. 

Sr.  H.S..  Col..  .Ad nil:  Home  Earn.. 

Ti'tu liiiiii,  P.sv(//..   Xinsiuii.   Cliihs 


•  Beginning  with  an  intant  onis  a 
few  weeks  old,  the  film  follows  chil- 
dren through  all  their  phases  and 
problems,  suggesting  ways  that  par- 
ents can  deal  with  problems  in  par- 
ent-child relationships.  With  frank- 
ness and  clarity,  problems  of  earh 
childiiood  aie  pictured:  weaning, 
toilet  training,  preparation  for  the 
arri\  al  of  a  brother  or  sister,  temper 
taiurums.  jealousy,  fears,  answers  to 
questions  about  sex.  and  even  those 
rainy-day  rampages  that  dri\e  all 
parents  frantic.  A  "must"  lor  all 
parents. 


FILMS  ON  HOME  LIFE  AND  THE  FAMILY 


(.Also  sec  the  I'lliiisliij)  /iii'e 

Arranging  the  Tea  Table— (7  min.) 
Color  S-M. 

Home   Econ..   S.    C:   Cliib.'i.    /.   .J; 

Guidance,  S,  C. 
'•  The  rules  to  lollow  and  the  steps 
to  use  in  choosing  the  table  service 
in  setting  the  table  for  a  tea  are 
shown.  Consideration  isgi\en  to  the 
selection  of  the  table  doth,  the  plac- 
ing of  the  centerpiece,  candles,  nap- 
kins, and  silverware.  Reasons  foi 
the  rides  that  are  followed  are  ex- 
plained logicalh  and  mukisland 
ablv. 

f:lothing    for    Children        (111    niiii.) 
Soiuid;  color  onl\,  $75.00,  CIF. 

College.     .Adult     group.'i:     Home 

Econo»U(  s. 
•  Supervised  bf  .\lida  Shinn  and 
Roselma  Archer  of  the  National 
College  of  Education,  this  film 
demonstrates  the  proper  clothing 
for  young  children  of  \arious  ages, 
emphasizing  the  considerations  of 
health  and  practicability  al30\c  those 
of  fashion.  A  film  of  special  interest 
to  |jarent-tea(her  groups. 
Food— Weapon    in    War   and    Peace 


)itory  and  Oilier  .I)7.s  l-'iliiis) 

-(1,5  min.)  li&W.  Sound.  S5().  V.\F. 
/).  iDid  Sy.  High  Siliiiol:  Ccii.  S(  i- 
eme.  Home  E^coiioiiiii s. 

•  The  purpose  of  this  film  is  to 
show  the  methods  Avhich  ha\e  been 
devised  to  jjieserxe  food  and  the 
part  food  plays  in  our  daih  life. 
It  discusses  and  illustrates  the  stor- 
ing, salting,  canning,  dehydrating, 
and  freezing  methods  of  food  pres- 
ervation. The  reasons  for  h)()d  s|)oiI- 
age  are  cxjalained  in  detail.  Teach- 
er's gtnde   included. 

Sewing  Series:   fi    B&W  sound    lilms 
(10  min.  each)   S'iS.50  per  film  \  \V 

•  This  series,  super\  i.sed  by  Thehna 
Freeark,  noted  Home  Economist. 
lulK  treats  certain  of  the  basic  phases 
'il  sewing  including  tools,  tech 
niques,  inaterials,  and  \-^rious  seams. 
Titles  in  the  series  are:  Sewing  fun- 
damentals: Sewijig— Handling  .Male- 
rials;  SeiL'ing—Slide  Easleners:  Sew- 
ing— Pattern  hiterjjretation:  Seicing 
Simple  Seams:  and  Sewing  .Idi'imicd 
Seams.  Teachers  manual  inclndrd 
with  each  film. 


FILMS  ON  THE  ARTS  AND  CRAFTS 

{Also  see  Iiivnilory  Pages  11  and  12  on  Other  .Iris  Eihn.'^) 

also  gives  an  insight  into  Italian 
home  life  and  agricultme.  and 
closes  with  a  "Festa  dell'iixa",  The 
Feast  of  the  Grapes. 
Aubusson  Tapestries  —  (14  min.) 
Sound.  B&W.  Ai)ph  lor  Price.  AAF. 
Jr.  Sr.  H.S..  Col..  .Adult:  .Art.  .Art 
Appreciation ,  History. 
•  This  film  shows  the  noted  French 
artist  Jean  Lurc:it  designing  a  ta|)es- 


Artisans  of  Florence  —  (20  min.) 
Inlermed..  jr.,  Sr.  Hieh  School: 
Art,  Social  Studies,  Geography. 
•  In  this  production,  the  famous 
Institute  of  Art  in  Florence,  Itah, 
furnishes  the  setting  for  a  film  which 
shows  many  phases  of  Italian  art 
and  handicraft:  ceramics,  drawing, 
sculpture,  leather  tooling,  silver 
iKunmerino.   and    icwelrv    disiun.    ft 


try  which  the  weavers  of  the  historic 
tow'n  of  Aubusson,  in  central  France, 
turn  into  a  finished  ])roduct.  Al! 
im])ortant  prcjcesses  ol  both  ariisi 
and  weaver  are  shown.  Miuh  histo- 
rical material  is  gi\en.  and  methcjcls 
of  toda\  contrasted  with  those  of  the 
I'Jth,  and  e\en  1  hh  and  15th  cen- 
turies. 

Crafts  of  the  Fire— (M)  min.)  .\.  F. 
I'ilms. 

Jr..  Sr.  H.S..  C,  Adult:  Mod.  Lang.. 

Art.  Clubs. 

•  .\  fine  treatment  of  the  prick- 
which  the  French  artisan  takes  in 
I  he  producliciii  ol  (c  ramies,  hand- 
blown  glass,  stained  glass  windows, 
and  similar  cralts. 

Chinese  Shadow  Play— (IO14  min.) 
Soimd,  color  onh.  S75.()0.  Rental. 
S5.()0  per  da\.    (TEolA. 

/)■.,     .Sr.     High      Sihool.     College. 

Adult:  Eine  Arts.  Art  Hist. 

•  Ihe  Shadow  Pla\  appealed  in 
C^hina  sometime  dining  the  Klili 
centurv.  Ihe  actois  weie  made  ol 
donkey  skin  parchment,  beaiitifidb 
painted  in  trans|jareni  coloi .  and 
performed  behind  an  illuminated 
screen.  This  ])ictine  staits  with  a 
shortened  version  ol  one  ol  the  most 
popular  C^hinese  lairx  tales  The 
]Miite  Snake  Lad\.  in  wlii(  li  ihe 
title  character  and  the  piiesi  light 
each  other  with  their  magic.  Chinese 
Shadow  .\ctors  perform  the  pla\. 
and  the  backstage  and  imisical  in- 
struments used   are  shown. 

Clav   in    .\ction— (10    niin.)    .Sciund: 

B.&W.    S45.00;    Rental.    S2.50    first 

day.  S3. 75  2-3  days.  $5  per  week.  FI. 

/'■.,  .S''.  High  School.  .Art   Schools, 

College,      .Adult:      .Arl.      Teacher 

Training. 

•  Ihis  teaching  film  fidh  demon- 
strates clay  jjorirait  methods,  ex- 
plaining and  illustrating  ilu-  im- 
portant details  in  executing  a  day 
portrait.  It  includes  fimciion  and 
types  of  armature,  packing  and  shap- 
ing clay,  use  of  calipers  for  measure- 
ments, marking  proportions  and  di- 
mensions l)efore  carving  priircipal . 
|, lanes,  and  "blocking"  into  general 
planes.  It  also  includes  modeling  of 
lorms,  blending  planes,  refinement 
of  contours,  maintaining  utility  of 
work,  achieving  appropriate  texture 
in  surfacing,  and  the  most  useful 
s(  ulptor's   tools. 

This  film  v\as  produced  by  Photo- 
ionics.    Inc..   with   the   collaboration 


N  V  E  N  T  O  R  V      10 


Thomas    Hart    Kinton    works   on   a   stiiall       .\iiie-\ear-old   Jessie    Benton    watches    her  the  finished  mural  "Ai  !■        ■       .,  Hercu- 

color  cartoon  ot  his  future  20foot  mural       father   put    finishing    touches    on    a    huge  les"  h\   Thomas  Hart  Benton  is  unveiled 

fjainting.  mural.  at   Kansas  Cily. 

•THE    MAKING    OF    A    MURAL"       I  homas  Hari  Ikiuon  s  icclini(iuc  shoun  in  a  new  ERF  Him. 


of  the  Sculptor  Arturo  B.  Fallico, 
and  is  clistrihiitccl  by  Films.  Inc. 

Eskimo  Arts  and  Crafts—  {22  niin.) 
Sound.  C:ol<)r.  S].")0.00:  rental  S5.00 
IFB. 

hiteriiicd..    Jr..    Sr.    Hii^li    Sdiool: 
Social  Studies,  (ieograjihy,  Art. 

•  This  production  shows  the  es- 
sential part  arts  and  crafts  play  in 
the  life  of  the  Baffinland  Eskimos. 
It  includes  their  kyaks,  decorated 
skin  garments.,  carveci  ixory,  and 
hand-wrought  implements,  as  well 
as  their  legends,  singing,  drumming, 
and  dancing. 

Produced  by  the  Xatioital  Film 
Hoard  of  Canada  and  distributed  in 
the  United  States  exclusively  by 
Inlrrnntinnnl  Film  Bureau. 

Hopi  .\rts  and  Crafts—  (10  min.) 
Sound.    Color  only,  S7.5.00.    CIF. 

Elementary,  Jr..  Sr.  High  School. 

Adult;  Social  Studies.  Art. 

•  This  is  a  study  of  the  Hopi  Intii 
ans  emphasizing  their  arts  and  cus- 
toms. They  are  shown  weaving  bas- 
kets, collecting  materials,  weaving 
ceremonial  robes  and  sashes,  and 
making  tin"quoise  jewelrv— using  the 
tools  and  knowledge  handed  down 
from  their  ancestors.  .\n  unusual 
sequence  shows  the  complete  potter\- 
making  process.  Supenised  bv  .\1 
fred  F.  \\'hiting.  Museum  of  Xorth- 
ern  .\ri/ona. 

How  to  Paint  in  the  Chinese  Wav 
—  (10  min.)    Color,  575.  China.  F.E. 

Jr..    Sr..    H.S..    Col..    Adult:    Art. 

Clubs. 

•  .\  Chinese  painter,  a  woman, 
demonstrates  step  by  step  the  tech- 
niques  in\()l\ed   in    floral    painting. 


.Method  ot  conqjosition  is  clearly  il- 
lustrated through  special  photogra- 
ph\.  The  conqjlete  explanation  of 
the  preparation  of  the  materials  to 
the  final  signature  being  affixed  to 
the  picture  is  shown. 

Making  of  a  Mural—  (10  min.)  Col- 
or, 545.00:  rent,  52.50.    EB  Films. 

•  Thomas  Hart  Benton's  mastery 
of  paints  and  brilliance  of  full-color 
l)hotography  were  combined  to  pro- 
duce this  color  educational  motion 
picture. 

The  Nature  of  Color—  (10  min.) 
Sound;   color.  575.00.    CIF. 

/)..     Sr.     High     School,     College. 

.-idult;      Gen.      Science,      Physics, 

Home    Ecnomics,    Art,    Printing. 

Photography. 

•  This  unusual  film  brings  to  the 
classroom  material  never  before 
achie\ed  in  motion  picture  photog- 
raphy. Newton's  explanation  of  the 
mystery  of  the  rainbow-  is  re-enacted, 
and  a  rainbow  apjiears  on  the  screen 
in  full  color.  Principles  of  color  re- 
flection and  absorption  are  clearly 
demonstrated:  the  primary  and  com- 
pleinentarv  colors  are  shown  and 
explained,  as  well  as  the  mixing  of 

.4   scene  from   "The  Xaturc  of   Color" 


(i)lors  by  addition:  and  the  concept 
1)1  "minus"  colors  is  clarified  bv 
showing  how  colors  are  mixed  by 
sui)traction.  The  applications  of 
(olor  to  painting,  color  printing, 
and  photography  are  presented, 
ending  with  a  uniijue  demonstra- 
tion of  the  [)rinci|iles  which  make 
this  very  film  possible.  I'he  produc- 
tion was  supervised  b\-  Dr.  Ira  M. 
Freeman,  .\ssociatc  Professor  of 
Physics,  Swarthmore  College. 

Painting   the   Chinese   Landscape  — 

(lOi/o    min.)     .Sound.     Color    only. 

S75.0b.      Rental,     55.00     per     day. 

(TEofA. 

Jr.,     Sr.     High     School,     College, 
Adult;  Fine  Arts,  Art  Hist. 

•  This  picture  illustrates  in  detail 
the  four  important  steps  in  painting 
Chinese  landscapes.  Starting  with 
a  blank  sheet  of  paper,  we  see  the 
artist  outline  his  layout,  fill  in  his 
brush-work,  group  together  the  re- 
lated parts  with  shading,  and  finally 
retouch  for  emphasis.  Four  paint- 
ings of  the  seasons— Spring,  Summer, 
Fall,  and  Winter— are  used  to  show 
how  the  Chinese  painter  aspires  to 
his  ideal  of  achieving  perfect  har- 
monv  with  Xatmc. 

Painting    .\    Chinese    Figure    —  (10 

min.)    Color  575.00  C^hina  F.E. 
Jr,  Sr  HS,  Col.  Adult;  Art  Clubs 

•  Veh  Chien-Vu,  a  famous  Chinese 
artist,  shows  how  to  paint  a  Chi- 
nese figure.  Starting  with  a  live 
model,  the  artist  first  makes  his  pre- 
liminary sketches  and  gradually  com- 
pletes the  figure  painting.  Mr.  Yeh 
shows  other  pictures  including  fig- 
ures from  Chinese  opera,  iribespeo- 


ex«fKUii< 


I  \  \    F.  N  T  O  R  V     1  ! 


)W    TO    CHpOS^>-?rND    USE. AUDIO-VISUAL   TEACHING    MATE^ALS^ 


t^aaum 


di  V  tonal  \alues.  It  also  co\ers  modi- 
fication of  applied  color-s  bv  drop- 
]jing  added  color  into  wet  wash, 
"dr\  brush"  tcclniiqiic.  \arioiis  tex- 
iines    and    forms    jirodiiccd    b\    dif- 


ferent  brush  strokes   and   positions, 
and  other  professional  hints. 

This  film  was  produced  by  Photo 
ronics,  Inc..  in  co-operation  with 
the  painter  Ralph  [.  Rice,  and  is 
distributed    b\    Films    Incorporated. 


"Painting  Reflections,  in  the  Water"  is  a 
nctc  sound  and  color  EBF  film. 

Painting  a  C^hinese  Figure:  Cont'd. 

pie  from  remote  parts  of  China,  and 
dancing  figures. 

Painting  Reflections  in  The  Water, 
(10  min.)  Color,  $45;  Rent  $2.,50 
EB  Films. 

•  .A  full-color  sound  fdm  showing  in 
actual  practice  the  technicpie  of 
water  color  painting. 

Silk  Screen  Printing  (17  min)  $54 
Film-Tel. 

Jr.  Sr  HS.  Col.  Adult:  Art.  Clubs 

•  rhc  film  shows  clearh  and  effec- 
ti\cl\  the  complete  process  of  silk- 
screen  printing:  fastening  silk  screen 
to  frame  and  preparing  frame  for 
printing,  cutting  stencil,  adhering 
stencil  to  screen,  mixing  paints, 
printing,  and  cleaning  screen.  Steps 
in  the  three-color  process  are  also 
shown. 

Sittin' Prettv— (21  min.)  Color  Sound 
S(;.(»0  rental,  U.W.F. 

fr..  Sr..  High  Schnnl:  Art. 

•  This  interesting  film  presents  in 
full  color  and  detail  the  process  ol 
painting  a  portrait.  It  covers  the  en- 
tire operation  from  preliminary 
sketches  to  final  sittings  for  the  oil 
canvas.  Also  of  interest  to  adult  art 
appreciation  groups,  women's  clubs, 
etc. 

Watercolors  in  .\ction— (1'5  min.) 
Soiuid:  (olor  onh.  $90.00;  rental, 
$1.00  Inst  (lav,  .$6.00  2-.S  days,  $8.00 
pev  week.    Fl. 

Jr.,  Sr.  High  Sdionl.  Ail  Schools. 

College,     Adull:     .4)7,      Tcuclin 

Training 

•  This  teaching  film  i\phii)is  and 
illustrates  the  important  details  ol 
watercolor  painting  including  chai 
acteristics  of  the  "direct  method." 
simplicity  of  [Hofessional  ((jiiipmeni. 
color  and  color  combinations,  sim- 
[)licitv  of  jjcncil  detail,  how  lo  lav 
washes,  maintaining  a  wet  wash  b\ 
liliing,  and  comparison  of  wet  and 


FILMS  FOR  THE  MUSIC  APPRECIATION  CLASS 


French  Song  Series  (Chants  Popu- 
iaire)— 5  sound  fdms,  7-10  min.  each. 
li.&W.  $25  each,  rental.  $2.00  each. 
IFB. 

fr.,     Sr.     High     School:     French, 
.Music. 

•  In  each  of  these  5  films  the  songs 
.ire  first  sung  by  the  Alouette  Quar- 
tette and  illustrated  by  animations. 
Then  portions  are  sung  again  with 
ihe  French  words  on  the  screen.  Song 
litlcs  by  film  follow:  Series  No.  1: 
En  roulant  ma  boule,  A  la  claire 
fontaine.  Series  No.  2:  Envoyents  de 
L'avant  nos  gens,  Aupres  de  ma 
blonde.  Series  No.  3:  La-has  sur  ces 
montagnes,  Trois  canards.  Series 
.Vo.  4:  Filez,  Filez,  o  mon  naivre, 
I'ai  tant  danse.  Series  No.  6:  En 
passant,  C'est  I'aviron.  Guide  mate- 
rial furnished  with  each  film. 

How  to  Twirl  a  Baton— (10  min.) 
Color,  $80.00.    \..\.Y. 

Intermed.,    Jr..     Sr.     H.S.,     Col., 

.Adult:  Music,  Clubs. 

•  This  film  includes  leisural  oppor- 
tunity to  examine  the  several  basic 
movements  which  make  up  the  rudi- 
ments of  baton  twirling,  .\fter  the 
simple  techniques,  which  can  be 
followed  leisureh,  more  complex 
combinations  are  shc:)wn. 

Instruments  of  the  Orchestra  —  (22 

min.)    $37.50.   BIS. 

Inlermed.,    fr..    Sr.    H.S..    Clubs: 
.Music. 

•  ^Vith  complete  seriousness  and 
high  professional  performance,  the 
three  means  by  which  all  instruments 
cjf  the  symphony  orchestra  produce 
musical  sounds  are  discussed.  The 
scraping,  blowing,  and  banging  in- 
struments are  shown  and  listened 
lo  indi\idually  and  as  parts  of  the 
full  symphony.  Finally,  each  in- 
strument is  identified  as  it  becomes 
a  part  of  a  fugue.  The  playing  of 
the  fugue  is  done  very  well  by  the 
London  Symphony  and  dramatizes 
the  role  of  the  individual  instrument 
against  its  whole  orchestral  back- 
ground.   Coordinates  well  with   the 


films:  Woodwind  Choir,  Brass  Choir. 
Percussion  Group.  Siring  Choir. 

Mishel    Piastro    Concert    Series  —  (3 

films— 10  min.  each)  B&:\V  Sound 
$25  each.    OF. 

Intermed.,   Jr.,    Sr.    High    School, 
.Music  Appreciation 

•  Mishel  Piastro,  well  known  violin. 
ist  and  conductor,  is  featured  in 
this  series  of  films,  conducting  a  20- 
man  orchestra  in  selections  from 
best-lo\ed  musical  classics.  Reel  I 
includes:  Ballet  Music  by  Gounod, 
Thy  Sweet  Voice  by  Saint-Saens,  and 
Ballet  Egyptien  by  Luigini.  Reel  // 
features  Gold  and  Silver  Waltz  by 
Lehar.  Tales  From  the  Vienna 
IVoods  by  Strauss,  and  Arabian  k 
Russian  Ballet  by  Tschaikowsky. 
Reel  in  includes:  Marriage  of  Fi- 
garo 1)\  Mozart,  Floiver  Song  by 
Bizet,  and  Bohemian  Girl  by  Balfe. 

Musical  Instruments:  The  Strings— 
(10  min.)  B&:\V  Sound.  -Apply  for 
Price,  TF,   Inc. 

Jnlermcdiale    Grades     (4-5-6) ,    Jr. 

High  School;  Music. 

•  The  string  section  of  the  instru- 
ment family  is  treated  differently  in 
this  film  than  in  most  motion  pic- 
tures. Performance  is  given  only  to 
show  the  range  of  the  instruments 
of  the  section  and  their  differences. 
.\  trip  is  made  to  a  repair  shop  where 
the  [jlnsical  make-up  of  each  instru 
ment  is  studied  and  its  purpose 
analyzed.  Thus  an  informaii\e  lesson 
is  given  on  the  construction  and  per 
formance  of  the  \iolin.  \  iola,  cello, 
and  bass  \  iol.  and  on  how  they  com 
bine  to  produce  desired  tonal  effects. 
Myra  Hess- (10  min.)  $25.00:  rent, 
SI. 00.    BIS. 

/).,  Sr.,  H.S.,  Co^,  Adull:  Clubs. 
Music. 

•  One  of  Britain's  famecf  pianists 
plays  the  first  mo\emeiit  of  Bcethox 
Ill's  .Sonata  in  F  Minor— the  .\ppas 
^ionata.  Various  camera  angles  give 
the  mustic  student  an  opportunit\ 
to  stud\  Dame  Myra  Hess'  tech 
iiic|ue. 


I  N  V  E  N  T  O  R  \     1 


FILMS   FOR   ENGLISH.    READING   &   LITERATURE 


Thcrf'i  initiu    in   Ihf  on.  in    I  uiruny    irarns 
in  the  Teaching  Film  rei'iewed  below. 

Rhvthin   Is   Everwhere— (10   min.) 
Bji-W  Soiiiul  Apply  ior  Price,  TF,  Inc 

Friinarx  (.rudes  (2-3)  ;  Music. 
•  Oil  his  Ava\  U)  school  one  day, 
Tommv  nueis  a  cow,  a  horse,  a 
train,  and  a  caterpillai".  His  responses 
to  the  individual  rhythms  of  each  are 
musically  and  dramatically  portraved 
in  a  manner  that  has  great  appeal, 
and  the  picture's  musical  score 
weaves  tosjether  the  various  rhvthms 
of  the  storv.  At  school.  Tommy's 
teacher  helps  him  to  translate  these 
rhvthinic  patterns  into  music:  and 
with  the  teachers  encouragement,  the 
children  of  the  class  originate  their 
()^^n  rlnthmic  sames. 


LANGUAGE     FILM 

French    for    Beginners—  ^l()    min.) 
SJO.OO.     FFlnc. 

Sr.  H.S.:  Col.:  Mod  Lang. 
•  This  film  presents  a  good  picture 
of  the  life,  customs,  architecture,  and 
scenerv  of  French  Canada  toda\. 
The  vocabulary  is  based  on  words 
of  high  frequency  and  well  within 
the  range  of  first-year  students.  The 
sound  track  is  clear,  and  the  rate 
of  speed  keeps  the  content  easily 
comprehensible  throughout.  The 
film  is  highh  recommended  for  cre- 
ating ail  i merest  in  our  neighbors 
to  the  north,  and  in  de\eloping  pro- 
nunciation, aural  comprehension, 
f)ral  facilitv,  and  vocabiilar\. 


Use  Your  Film  Catalogs 

♦  Onlv  the  more  recent  sub- 
jcits  ])roduced  especially  for 
classroom  use  by  companies 
v[)eciali/ing  in  this  field  are  in- 
( luded  in  this  inventory.  Con- 
^ult  vour  film  catalog  sources 
lor  man\  other  subjects  avail- 
-ible  in  each  studv  area. 


(Also  see  the  Filmstrip  Irn 

.\lice    in    Wonderland  —  (40    min.) 
.\pply  for  price.   TFC. 
F.iig.  J.:  Lang.  .-Iris  I 

•  Replaces  old  partial  version.  This 
\ersion  is  the  complete  Lewis  story, 
well  told  and  sequentially  accurate, 
of  the  famous  .\lice  who  t(Kjk  a  trip 
through  the  looking  glass,  ate  the 
cake  which  made  her  small,  and  had 
many  unusual  adventures. 

English  Inns—  (8  min.)   S25.00;  rent. 

S2.U(I.    Int.  F.  Bur. 

/r.,  Sr.  H.S.,  Col.;  Civic,  Lang., 
Arts,  Eng.,  Hist.,  Soc.  Studies, 
Social. 

•  The  history  of  the  inn  begins 
with  the  monastery  in  the  .Middle 
Ages,  The  film  shows  how  they  grew: 
serving  as  bases  for  mail  coaches, 
galleries  for  strolling  players,  until 
today  it  has  become  a  community 
meeting  place. 

Below:  The  "English  Inns"  pla\ed  an  im- 
portant part   in   the  literature  of  the  past. 


■entory  pages  in  this  issue) 

mental  background  make  the  lilin 
valuable  as  an  exjx-rience  proceed- 
ing or  summari/intj  tlie  reading  oi 
the  novel. 

Kidnapped— (HI  min.)  AppK  for 
price.     IFC. 

Jr..  Sr.  H.S.,  Clubs;  Eng. 

•  This  film  of  Robert  Louis  .Steven- 
son's story.  Kidnapped,  represents  a 
cut-down  version  of  the  Hollvwcxid 
screen  play  which  retains  the  high 
points  of  the  narrative  and  >et  elimi- 
nates the  undesirable  highly  emo- 
tional scenes.  It  presents  a  gotxl 
photographic  acquaintance  with  the 
social  setting  of  the  time  and  jilace 
of  which  .Stevenson  wrote:  Scotland 
in  the  1 8th  Centurv. 

Lady  or  the  Tiger—  (10  min.)     i'FC^. 
(.\[)plv   for  |)rice.) 
/).,  Sr.  H.S.,  Clubs:  Eng. 

•  .Against  a  background  of  the  well- 
read  story  by  Stockton,  well  re-enact- 
ed episodes  from  the  story  show  the 
characteristic  dress,  architecture,  and 
general  social  climate  of  the  time 
about  which  Stockton  wrote.  X'ivid 
visual  backgrounds  supplied  through 
this  film  should  further  stimulate 
oral  and  ^vTitten  composition  b\ 
sliKltnts   of   English. 


Heidi  ^  1 J  min.y  -^PP^y  f"i'  p''ti  • 
TFC. 

Prim..    Inlermed..    Jr.    H.S.,    Jr. 

H.S.,  Jr.  Clubs:  Lang.  Arts.  Eng.. 

Soc.  Studies. 

•  .\  shortened  version  of  the  Holl\- 
wood  film  which  stars  Jean  Hersholt 
and  Shirley  Temple,  at  the  age  of 
eight.  A  well-cut  version  which  re- 
moves emotionalism  to  the  extent 
that  it  is  very  acceptable  to  the 
upper  primary  child.  Based  on  the 
novel.    'Heidi.  " 

House    of    the    Seven    Gables  —  (40 
min.)    TFC.   -Apply  for  price. 
Eng..  J.,  S..  C:  Clubs.  J..  A. 

•  Fhis  film  is  the  Holh^vood  ren- 
dition of  Hawthorne's  novel.  .Au- 
thentic    costuming     and     environ- 


A  11  d  i  t  o  1  i  u  ni     Films 

^  Films,  Incurporaled  ai  330  \V. 
iL'nd  St..  Nt-u  York  C.ilv.  offers  a 
number  of  lOiiim  full  length  feauires 
in  both  black  i:  white,  and  I  echni 
color  available  for  school  rentals, 
these  films  include  outstanding 
Hollywood  prtxiuctions  that  have 
been  carefully  selected  for  their  edu- 
cational as  well  as  enierlaiiimenl 
\alue.  Rental  of  films  varies  t>etween 
S1250  and  S22j0  per  film  depending 
upon  the  school  enrollment.  Latest 
titles  releasetl  inclu<le; 
.\nna  .-Vnd  the  King  of  Siam  20th 
fieiiturv-Fo  X— starring  Irene  Dunne. 
Rex  Harrison,  and  Linda  Darnell  and 
based  upon  the  recent  best-seller. 
Pictures  life  in  Siam  a  century  ago. 
and  tells  of  the  trials  of  an  Engli.sh- 
woman  hired  as  a  tutor  to  the  Royal 
Siamese   Court. 

Cluny  Brown  i20th  Centur)-Fox)  — 
starring  Jennifer  Jones  as  the  lady 
plumber  heroine  of  Margery'  Sharp's 
novel.  Charles  Bo\cr  also  stars. 
Dragonwyck  (20ih  Centurii-Fox)  —  a 
drama  of  the  patroon  system  in  up- 
state New  \oTk  during  the  early  years 
of  the  last  century,  with  Gene  Tier- 
ncv.  Walter   Huston.  \'incenl   Price. 


N  \    E  N  T  O  R  V     13 


n^ 


Problems  of  Modern  Living 

INTERGROUP  RELATIONS     •      lOLERANCE     •     DELINQUENCY 


Boundary  Lines -( 1 1  iiiiii.)  SHI, 00 
I.F.F. 

SocioL,  Col.:   U.S.   Hiil..  Si.   U.S.. 

C:  CAuhs  J,  A. 

•  A  completely  dirterent  aniinated 
film  technique  is  used  in  this  ap- 
proach to  the  problem  ol  intergroup 
relations.  The  theme  concerns  the 
in\isible  "boinidary  lines"  ol  color, 
origin,  wealth,  and  poverty,  which 
often  result  in  the  accumulation  ol 
tear  and  suspicion,  and  finally  in 
war.    Verv  lorcelul  in  presentation. 

C:hildren  of  Tragedy—  (22  mill.)   Ap- 

pl\   lor  price,  .S.C.F. 
Sr.    H.S.,    Cut.,   Jr.    H.S.,    Adult: 
lVi>ihl  Hist.,  Civics,  Ctiihs. 

•  An  etlective  story  of  the  tondi- 
tions  in  Northern  Europe  after 
World  War  II.  .Special  emphasis  re- 
veals the  devastating  pliglit  of  the 
children  of  the  strickeir  areas.  The 
struggle  to  rebuild,  the  necessity  for 
education  along  democratic  ways  of 
thinking  and  acting  are  told.  The 
film  suggests  that  the  viewer  become 
one  of  a  group  to  sponsor  a  neech 
child  or  school,  and  to  assist  in  the 
collection  of  materials,  food,  etc.,  to 
be  sent  to  them. 

Children      on      Trial  —  ((iO     min.) 
•It;  112.50.  IFB. 

Col.,  Sr.  H.S..  Adults:  So(ii,l.  I'.  S. 

Hist..  Home  Eiou..  Clubs. 

•  .\  study  ol  juvenile  delinqiieiic\ 
in  England  and  how  the  British  are 
dealing  with  this  challenging  prob- 
lem through  appro\ed  schools.  The 
film  consists  ol  case  studies  of  a  1.5- 
year-old  girl  and  two  14-year-old 
boys— their  truancy  and  how  modern 
court  procedures  are  .set  ujj  to  deal 
intelligenth    with    these   proljlems. 

See  &  Hear  Award  Film 

•  Because  of  its  importance  to  ilie 
pupils  of  all  our  schools  (and  to 
their  parents)  as  well  as  lo  all 
Americans,  the  .Army-jiroduced  liliii 
Seeds  of  Destiny  is  given  special  men- 
tion. It  has  already  won  an  .\cademy 
Award  and  needs  no  fmther  honors. 
Now  it  needs  audiences  and  those 
audiences  need  the  imderstanding 
it  provides.  — OHC 


The  House  I  Live  In—  (10  min.) 
B.&W.  Sound.   $27.50.  VAF. 

Elementary,  High  School,  Collct^e. 

Religious  and  .Adult  droups. 

•  This  RKO  Academv  Award  film 
stars  Frank  Sinatra  in  a  jjowerlul 
plea  for  racial  and  religious  toler- 
ance. Sinatra  talks  to  a  group  ol 
boys  who  have  thoiighilessh  perse- 
cuted a  boy  of  another  religious 
group.  His  appeal  to  these  boys 
makes  a  telling  plea  for  tolerance. 
Teacher's   guide    included. 

Nobody's  Children—  (17  min.)  Sound 
B&W  $35.  for  3  year  lease;  short 
term  rates  on  request.  March  ol 
Time.   (Forum  Edition) . 

Jr.,  Sr.  H.S.  Col.  Adult:  Sociology. 

•  This  film  deals  with  the  dangers 
both  to  society  and  to  individuals,  of 
lax  adoption  procedures.  Portraying 
the  evils,  and  some  of  the  causes,  of 
the  notorious  "black  market"  in  ba- 
bies, this  production  doctiments  the 
more  ad\anced  adoption  procedures. 
Seeds  of  Destiny— (18  min.)  .Sound. 
B.S;W.    S-12.00.    F\ 


Jr.    Sr.    H.S.,    Col.,    Adult:    Social   | 
Studies,  History. 

•  Ihe  most  striking  ol  all  postwar 
documentaries,  and  vv  inner  ot  an 
.\cademy  .Award,  this  \i\icl  hlni  is 
grim  and  tragic  storv  ol  the  hunger 
and  destitution  that  follows  war.  It 
is  today's  threat  to  a  world  seeking 
]jeace,  for  these  children,  if  they" 
grow  into  ujung  adults  deprived  of 
a  chance  to  develop  healthv  in  mind 
and  body,  could  shape  the  world  to 
other  ends.  Better  than  ten  thousand 
printed  words,  this  film  can  make 
.Americans  ask  themselves,  "What 
can  we  do  about  itr  " 

Whoever  You  Are—  (20  min.)  Award 
Civics,  J:  U.S.  Hist..  S:  Social.,  C: 
Clubs,  A. 

•  Fhis  film  relates  the  dangers  of 
the  growing  tensions  which  are  hap- 
|)eiiing  in  many  larger  city  neigh- 
borhoods. The  leaders  of  various 
adult  grou])s  have  cooperated  in 
formulating  a  ])rogram  in  which  it 
is  hoped  an  understanding  and  re- 
spect amcjng  many  cultural  groups  in 
the  community  can  be  attained.  The 
film  is  an  excellent  lesson  in  the 
])ossibilities  ior  overcoming  discrim- 
ination, intolerance,  and  in  creating 
a  mcire  complete  understanding  of 
one  groii])  for  anollur. 


The  deononiies  of  Living 

PRODUCTION    •   LABOR  RELA  I  IONS   •   COMMERCT  &  INDU.S  1  RV 


Bill   Baily  And   The   Four   Pillars- 

(17   min.)    Sound   B&:W,   .\])])lv    for 
Price,   Amer.    Bankers  Assoc 

Jr..  Sr.  High  Sch..  Adult  (houps: 
Sodal  Studies,  Economics,  .-igri- 
culture. 

•  The  storv  of  the  Clarksville. 
Tenn.,  banker  who  helped  his  coun- 
try toward  a  prosperous  agriculture 
and  at  the  same  time  made  business 
for  his  bank,  is  well  known  to  manv 
agriculture  workers.  This  film  is  a 
re-telling  of  that  story  with  Bill  Bailv 
himself,  his  associates  in  the  bank, 
and  his  farmer  clients,  playing  their 
real  life  parts.  The  picture  shows 
how  Mr.  Baily  influenced  the  farmers 
to  turn  from  a  one-crop  (tobacco) 
economy  to  shce|),  wheat,  cattle,  and 
tobacco  —  the  four  jjillars  of  pros- 
ueritv  —  for  income  everv  .season. 


Make  Fruitful  the  Land     (1 

Ciolor,  $100.:  rent,  $3.    BIS. 


mill.) 


Intermed.,  Jr.,  Sr.  H.S.,  Adult: 
.4i;ri( .,  Consen'.,  Geon.,  Ceol.,  .\ut. 
.SV;.,  Soc.  Studies,  Sociol. 

•  This  color  film  gives  a  short  his- 
loiy  of  the  method  and  theorv  ol 
agriculture  which  has  developed  in 
England  over  the  centuries.  It  le- 
liects  the  progress  in  intensive  larm- 
ing  developed  dining  liie  vv.ii  ami 
shows  the  modern  melhods  used  in 
I  his  highlv  mechani/ed  larming  svs- 
leni. 

Millions   of   Us- (17    min.)      SOO.OM 

liiandon. 
Sr.  H.S..  Col..  Adult.  Clubs:  So, 
Studies,  Econ.,  U.  S.  Hisl. 

•  AVhile  casting  arouiul  loi  u' ini 
plovinent  during  a  depression  |)e- 
I  iod.  a  tvpical  worker  applies  loi 
a  position  as  strike  breaker.  .As 
such,  he  listens  to  representatives  ol 
organized  labor  explain  the  view 
point— the  viewpoint  of  a  striker. 
While    the    purpose    of    the    film    is 


INVENTORY     14 


[illions  of  Us:  continued 
Hinitelv  ID  i)i<)ni()te  union  oigani- 
aion.  it  is  a  viewpoint  \diitli 
lould  1)1-  known  hv  students  ol  itie 
ibjeft.  and  is  ust  In!  as  sueh. 
daring  Etonomic  Risks  —  0  reel) 
.<.K    SAx.    Color   S75    Coronet 

/i    Sr  HS:  Civics.  Coinmnridl. 

Clarilies  the  risk  tontept.  and 
iuoush  tin-  siorx  of  Bill's  stolen 
ike.  develojis  a  sound  understand 
nsT  of  insurance  terms,  tvjKs.  and 
undanienials. 

rhe  Storv  of  Money-  (Hi  niin.) 
,ound.  K&W.  >S7..->0:  rental,  S2,00 
,er  dav.    IFB. 

lutcrmid..  Jr.  High  Sdiool:  Snanl 

Sliidics.  Einnomus. 
»     ii,     iliis     iilni     the     evolution     nl 
noikrn    curreiuv,    from    barter    lo 
)ankin>-.  is  iullv  explained  in  detail, 
uid    in    its   simplest    possible    terms. 
Ihis  difficult  subject  is  treated  with 
lemarkable  daritv. 
What    Is    Money? -(1    leel)     B.&W. 
ii,")-.   Color.   .S73  C:or<)net 

/)      .S)      HS:      Ctnnmenial.     Sac. 
Studies,  Sociol. 

•  Folhms  the  daih  travel  ol  ll^e•- 
doUar  bill,  and  in  showing  the  evo- 
lution of  present  monetarv  stand- 
ards from  jirimiiive  barter.  explain> 
what  money  is,  and  win  and  how  u 
meets  an  economx's  needs. 


T/icsc  dii\s.  (I  lot  of  us  need  lo  set 


■]\  lull 


Is  Molu 


Coronet   film. 


tractor,  a  buildinj;  c(munis<ioner.  a 
supplier  of  building  materials,  and 
a  iniion  head  discuss  some  of  their 
problems  with  two  plain  citi/cns. 
I'he  film  then  describes  how  and 
why  prefabrication,  large-scale  build- 
ini;,  lau  hel])  solve  the  problem  of 
building  more  houses  at  lower  costs. 
Chile:  C:opi>er  Industry- ( lt»  min.) 
H.l-.E.    .S50.U0. 

Iiilniiifd..    Jr..    St.    H.S..    Adult. 
Clubs:  Soc.  Studies,  Geo",. 
•    Excellent    animaticm    and    direct 
photograpln    explain  the  process  of 
extracting  metallic  copper  from  the 
\asl    open-pit    deposits    ol    the    .\ta- 
(ama  Desert.    Leisural  pace,  luie  or- 
■;ani/ation.     and    e\(elliiu     photog 
rapln    with   animation   where   neces- 
s.irv       make     this     an      outstanding 
cxplanali(m  of  the   jiroiess.    Recom 
mendeil  for  use  with  the  lilms  Chile: 
People  of  the  Country  Estates,  Ata- 
iinna     Desert.    Chile:     The    Atides, 
Chile:  The  South  Country. 
Fur  Trade- (HI  mill.)   R.&W.  Sound. 
.S2.").00.    \.\¥. 

Intermed.  Crudes.  Jr..  Sr.  High 
Seliool:  Cen.  Sci..  Social  Studies. 
•  Ihis  film  describes  the  manner 
ill  which  fur-bearing  animals  are 
hunted  and  trapped  in  Canada,  the 
imixniant  steps  in  the  ijrocessing  ol 
pelts  before  they  arc  made  into  lur 
garments,  and  the  recent  de\elop 
mcnts  in  the  scientific  breeding  ol 
lur   animals. 

This  (ilm  was  produced  bv  the 
National  film  lioard  of  C;anada  and 
is  exclnsivelv  distributed  in  the 
Inited  Slates  and  its  possessions  bv 
\ouno  America  Films.  Inc. 


shoes  in  modern  factories,  showing 
leather  selection  and  cutting,  mak- 
ing linings,  sewing  linings  and  up- 
pers, sizing,  shaping,  attaching  in- 
sole, cementing  outsole,  stitching  to 
well,  attaching  heels,  trimming,  cdg- 
ii!"    ;nul    linlsliini;   work. 


COMMERCE   &   INDUSTRY 

I  also    see    Filmslrif)    Inventory) 

Building     .\merica's     Houses  -  (H' 

,,,111.)    .S4.3.O0;   EBF. 

S).  H.S.:  Col..  Clubs.  Adult:  E<ou.. 

Home  Econ..  U.S.  Hist..  Ind.  Arts. 

•    The   lilm   shows  the   construction 

I  ol    a   house,   why   constnu  tion   costs 

are  so  high,  and  examines  ways   in 

I  which    these    costs   can    be    reduced. 

.\round    a    luncheon    table    a    con- 


leeltnitul     uuiniaUon     cell    trum     the     neie 
hllF  lilni   exposition   on   "Petroleum." 

Petroleum- (HI  min.)    .S45.00  EBF. 

Intermed,    Jr,    Sr    HS,    Col:    Soc. 
Studies,  Ceog,  Chem,  Econ. 
•  The  film  shows  how  ])etroleiiin  is 
imporiaiu  to  indiisirv  and  (DUimerce. 
It  lontinues  through  leisural  pliotog- 
raphv    and    excellent    narration    to 
describe  through  animation  how  oil 
is   located    beneath    the   earth,    how 
an  oil  well  is  drilled,  how  the  well 
is  completed   and   the  oil  extracted 
Irom  the  earth.  Three  types  of  refin- 
ing; Iradional  distillation,  cracking, 
and    polvmeri/ation    are    described. 
Excelleni    in    that    it    combines    the 
lactual  phases  of  the  petroleum   in 
diistrv  with   its  social  implications. 
Plastics-  (1.')    min.)     B.R-AV.    .Sound 
.S50.    VAF. 

Jr.  &  Sr.  High  School;  Gen. 
Science.  Chem. 

•  This  film  describes  the  important 
war  uses  of  jjlastics  and  emphasizes 
I  heir  future  in  peacetime  industry. 
Describes  the  development  of  cellu 
loid.  which  was  the  Inst  ])lasti(.  then 
the  newer  Incite  and  nylon  com- 
pounds. The  steps  in  the  manufac- 
lurc  of  i^lastics  and  the  growth  ol 
ihe  plastics  industry  are  illustrated. 


Slioe  manufaclure  in  tlits     Making  .S>i«<i  • 

Making  Shoes  -(H)  min.)    S15.00: 

EBF. 

Intermed.  Jr,  Sr  HS:  Soc.  Studes. 

Geog. 

•   The  lilm  gives  a  complete,  step- 

bv-step    picture    of    manufacturing 


FILM      EV ALL  AT IONS 

♦  No  attemiit  has  been  made  by 
the  Editors  of  this  Inventory  lo  eval- 
uate subjects  listed.  This  will  be 
(lone  on  selected  materials  issue  by 
issue  during  the  school  year. 

Meanwhile  we  refer  you  to  the 
evaluations  being  prepared  by  the 
Educational  Film  I.ibrarv  .\ssn. 


I  N  \  E  N  T  O  R  V     15 


DW    TO    CHOOSt-ffl^D    USE, AUDIO-VISUAJ/  TEACHING    MATERIAL^ 


fc  M_w  .MM-^^^, 


FIRST  IN  SOUN 


RADIO  CORPORATtOM  of  AMERIC 

EDUCATIONAL  DCRARTMEMT,  CAMDEN.  N.J, 


28A 


SEE     &     HEAR 


//^^ 


16  mm  Projector 


lOMPARE  the  simplicity  of  operation 
and  brilliant  performance  of  this 
new  RCA  "400"  with  any  other  pro- 
jector—  then  prove  by  your  own  tests 
and  with  your  own  hlms  the  superior 
(pialities  which  have  made  RCA  the 
FIRST  IN  SOUND  .  .  .  FINEST  IN  PRO- 
JECTION. 

This  projector  has  been  designed  to  give  vmi 
all  up-to-the-minute  improvements — new  scuff- 
resistant  cases,  finger-tip  tilting  mechanism,  self- 
seating  sprocket  shoes  which  save  your  film,  and 
a  host  of  other  exclusive  features — and  of  course, 
the  superb  sound  and  brilliant  pictures  you  ex- 
pect from  any  RCA  projector  .  .  .  ami  need  in 
today's  classrooms. 

•  Lis^hter  Weight: 

By  simplifying  design  and  using  lighter  weight, 
high-strength  materials,  you  have  a  compact 
jirojector  which  is  readily  carried  from  room  to 
room  bv  teacher  or  student. 


•  Simplified  Operation: 

All  controls  are  centrally  located  and  plainly 
marked  on  the  operating  side  of  the  projector; 
you  rewind  by  simply  flipping  a  switch  —  no  belts 
or  reels  to  change. 

•  Easy  to  Thread : 

Exclusive  new  "cushion  action"  sprocket  shoes 
permit  film  to  be  literally  slipped  into  proper 
position  —  film  threading  path  embossed  on  the 
projector. 

•  Sound  and  Silent: 

Change  from  sound  to  silent  operation  by  merely 
turning  a  knob  —  automatic  speed  regulator  in- 
sures you  ot  the  finest  performance  at  sound  or 
silent  speeds. 

•  Brighter  Pictures: 

Straight-line  optical  system  gives  brilliant  illumi- 
nation and  sharper  pictures  from  either  color  or 
black-and-white  films. 


SEE  IT...  HEAR  \lL...Your  nearest  RCA  Educational  Dealer  (listed  below) 

will  gladly  arrange  a  demonstration 


ALABAMA 
Birmingham 
Stevens  Pictures,  Inc. 
526  Twentieth  Street,  N. 

ARIZONA 
Phoenix 
Culver's 
231  N.  First  Street 

:alifornia 

Los  Angeles 

Screen  Adetle  Equipment  Corp. 

1709  W.  Eighth  Street 

Son  Diego 

Austin  Safe  and  Desk  Co. 

I  320  Fifth  Avenue 

San  Francisco 

Screen  Adette  Equipment  Corp. 
68  Post  Street 

CONNECTICUT 
East  f^ortford 

Radio  and  Appliance 

Distributors,  Inc. 
673  Connecticut  Boulevord 

IISTRICT   OF   COLUMBIA 
Washington 

American  Amplifier  and 

Television  Corp. 
I  I  I  I  Nineteenth  St.,  N.  W. 

'LORIDA 
Jacksonville 
Orben  Pictures,  Inc. 
I  I  37  Miramar  Ave. 

Miami 

Stovans  PIcturtt,  Inc. 

9536  N.  G.  Socond  Avenue 


GEORGIA 
Atlanta 

Stevens  Pictures,  Inc. 
101  Wollon,  N.  W. 

ILLINOIS 
Chicago 

RCA  Victor  Distributing  Corp. 
445  N.  Loke  Shore  Drive 

Peoria 

Klous  Radio  and  Electric  Co. 

707  Main  Street 

INDIANA 

Indianapolis 

Modern  Audio  Visuol  Div.  of 
Allied,  Inc. 

3810  E.  Sixteenth  Street 
IOWA 

Des  Moines 

General  Pictures  Productions 

621   Sixth  Avenue 

Washington 

Sorden  Music  Company 

I  18  E.  Washington  Street 

KENTUCKY 
Lexington 

Office  Equipment  Company 
I  28  West  Short  Street 

Louisville 

Office  Equipment  Company 

I  17-125  South  4lh  Avenue 

MICHIGAN 
Detroit 

RCA  Victor  Distributing  Corp. 
1930  E.  Jefferson  Avenue 


MINNESOTA 
St.  Paul 

SI.  Paul  Book  &  Stationery  Co. 
55-59  E.  Sixth  Street 

MISSISSIPPI 
Jackson 

Herschel  Smith  Co. 
I  19  Roach  Street 

MISSOURI 
Konsos  City 

RCA  Victor  Distributing  Corp. 
1422-24  Grand  Avenue 

St.  Louis 

Interstate  Supply  Co. 
26  So.  Tenth  Street 

MONTANA 
Manhattan 
Camp  Beil  Films 

NEBRASKA 
Lincoln 

Stephenson  School  Supply  Co. 
935  "O"  Street 

NEW  YORK 
Buffalo 

BGcon  and  Vincent  Company 
I   Ellicott  Street 

New  York  City 
Comprehensive  Service  Co. 
245  West  55th  Street 

NORTH   CAROLINA 
Winston-Solem 
Rodio  Electronics  Company 
137  N.  Moln  Street 

NORTH   DAKOTA 
Fargo 

Doveou  Music  Company 
613  FIril  Avenue,  N. 


OHIO 

Cincinnati 

Manse  Film  library 

2514  Clifton  Avenue 

Cleveland 

Visual  Communicolions,  Inc. 
308  Film  Exchange  BIdg. 
2108  Payne  Avenue 

OKLAHOMA 
Tulso 

Kirkpotrick,  Inc. 

1634  S.  Boston  Avenue 

OREGON 
Portland 

Harper-Meggee,  Inc. 
1506  N.  W.  Irving  Street 

Screen  Adette  Equipment  Corp. 
61  I   N.  Tillomook 

PENNSYLVANIA 
Philadelphia 

Garrett-Buchonon  Company 
I  2  to  26  S.  6th  Street 

Pittsburgh 

Hamburg  Brothers 
305  Penn  Avenue 

RHODE   ISLAND 
Providence 

United  Camero  ExchongG 
607  Westminster  Street 

SOUTH   CAROLINA 
Columbia 

Polmetto  Pictures,  Inc. 
19091/3  Moln  Street 

SOUTH   DAKOTA 

Sioux  Falls 

Midwest-Beach  Company 
222  S.  Phillips  Avenue 


TENNESSEE 
Knoxville 
Tennessee  Visuol 

Educolion  Service 
Journol  BIdg.,  P.  O.  Box  361 

Nashville 
Tennessee  Visuol 

Education  Service 
722  Commerce  Street 

TEXAS 
Dallas 

Audio  Video  Inst'luto 
1501   Young  Street 
UTAH 
Salt  Lake  City 
Western  Sound  &  Equipmcr.'Co. 
142  E.  First  Slroel,  Sooth 

VIRGINIA 
Richmond 

Capitol  Film  &  Radio  Company 
19  West  Main  Street 

WASHINGTON 
Seattle 

Harper-Meggee,  Inc. 
960  Republican  SIreel 

Spokane 

Harper. Meggee,  Inc. 
N.  734  Division  Street 

WEST  VIRGINIA 
Huntington 

West  Virginio  Seating  Co. 
837.839  Second  Avenue 

WISCONSIN 
Eau  Claire 
Eou  Cloire  Book  and 

Stotionery  Co. 
320  S.  Barstow  Street 


Or  write  to  Educational  Department,  Radio  Corporation  of  America,  Camden,  New  Jersey. 


SEPTEMBER-    1947 


;;'j.\ 


IMMMMimS 


.J'- 


warn 


COMMERCE   &    INDUSTRY 

Redwood  Saga— (10  niin.)    S-M. 
Soc.  St.,  I,  J:  GcoiT..  Clubs.  J.  A 

•  A  leisural  ilcscii]jli()n  ol  logging 
out  tlic  giant  redwoods  ol  (  alilornia. 
.Scc|utnce.s  show  lopping  ihi'  tree, 
axe  work,  and  mechanical  sawing 
in\ol\(cl  in  Idling  a  redwood  20 
IcLt  in  (lianiclcr  and  .S'lO  Icct  high. 
ConnnciU  is  made  on  ihc-  tcrniilc- 
l)rool,  rot-resistant  (piaiiiics  oi  the 
iunil)er  which  comes  Ironi  this  big- 
gest ol  the  Avorid's  living  things- 
giant   redwoods. 

Steel-(34  min.)  Cioloi,  .^200,  Rent, 
$(3  BIS 

/)■.  Sr  HS,  Col.  All  nil:  Clicn.  Cm. 
S(i.  hid.   .-irts.  Physirs 

•  I  his  (oloi  lilm  describes  the  steel 
indnstrx  in  Britain  and  the  processes 
used  from  the  time  when  the  iron 
ore  is  dug  out  ol  the  ground  Linlil 
the  finished  |)rodiul  lea\es  the  plant. 
The    lilm    sliows    the    processing    of 

small  precision  iiistriunents  as  well 
as  that  of  huge  keels  for  ocean-going 
\essels. 

The  Story  of  Oil-  ( 1  7  min.)  B.S.W. 
•Sonnd.  .S40.()0.    \.\V. 

Inlermed..    /).,    Si.    Hii^li    Siluial. 

Ci'ii.  S(  I.,  (ieology.  Social  Sliidici. 

•  The  story  of  oil  in  Oanada.  this 
lihii  shows  ho\v  a  new  oil  held  is 
located  b\'  means  ol  a  siesmograjjh. 
how  the  well  is  diilled.  how  ihe 
crude'  oil  is  sU)red  as  it  ( omes  Irom 
ihe  well,  its  traus|)oriaiion  to  the 
refinery,  and  concludes  wiih  a  briel 
discussion  of  ihe  refining  |)ro(ess. 
All  processes  shown  :ue  a])plicable 
lo  ihe  oil  indusirx'  in  the  United 
Si  ales. 

This  him  ^vas  |jrochicecl  b\  ih< 
Xaiional  Film  Board  of  Canada  and 
is  cxclusi\ely  distribtiled  in  ihc 
United  States  and  its  jjossessions  b\ 
^()ung  .America  Films.  Inc. 
Tin  From  the  Malayan  Jungle  — 
(10  min.)  Sound.  B.&W.  ,S1,").()0. 
HFE. 

FAcmenlavy    (iiadfs:    (',e()i^V(ij)h\\ 

Social  Studies. 

•  This  film  clearh  and  simply  ex- 
jilains  the  mining  and  refining  ol 
lin  in  Malava.  the  world's  piincipal 
source  of  this  imjjortant  metal.  'Ihc 
two  main  mining  methods,  open 
cast  and  dredge  mining,  are  ex- 
plained in  detail  and  emphasis  is 
placed  on  the  fact  ihai  muth  ol  ihc 
machinery    conies    liom    olliei     narls 


of  the  world,  i  his  pidure  demon 
strates  the  interdependence  ol  ihe 
peoples  ol  the  \vorld  ilnounh  llie 
exchange  ol  goods— iluoiii^h  woikiui; 
and  planning  togelher  lo  aihicxc 
a   connnon  goal. 

Trees  That  Reach  the  Sky  (S  min.) 
Sound.  B.&VV.  S2.").II0:  leut.il.  M..")(l 
per  day.    IFB. 

Elementary  Silmols:  Soi  i<d  Stud- 
ies, Geograjjiiy. 

•  This  film  ojiens  \villi  \ie\\s  ol 
Pacific  Coast  loiesis  and  doses  wiili 
airplanes  made  in  pari  liom  Silka 
spruce  trees.  The  whole  logging 
piocess  from  the  lelliiii;  ol  trees  lo 
ihe  mill  where  Imnber  and  plxwood 
products  are  made  is  shown. 

This  fdm  was  produced  h\  tlic 
Xaiional  film  Board  of  Caimda  and 
is  rxclusii'ely  distributed  ni  llic 
United  States  b\  ihc  I nici  iialioual 
iilui  Bureau. 

TRANSPORTATION 

Canada:  World  Trader— (12   min.) 
.Sound.  B.&W.  S25;  rental.  S !..")()  per 
day,  IFB. 

Inlermed.,  Jr.,  Sr.  High  S(hool: 
Social  Studies,  Geography,  Com- 
merce. 

•  Fhis  production  re\iews  ihe  (hiel 
rescjiuxes  and  products  of  C Canada, 
a  naiion  which  dejiends  upon  e\- 
|)orts  lor  'M':>"^,  ol  its  income.  Sc  ien- 
lilic  as  ;\ell  as  industrial  ca])a(il\ 
are  siressed  and  Canadian  contribti- 
lions  to  other  parts  of  the  ^\■orld  are 
illusiiated. 

Produced  by  the  Xatio)uil  i'iliu 
Hoard  of  Canada,  this  film  is  cx- 
(lusively  distributed  in  Ihc  I'nilc/I 
Stalls  b\  till'  I  nlcrnaliou'il  /'ihu 
Bureau. 


Communications  And  Our  Town- 

Soinid  B&W  Apply  for  price,  TF,  Inc. 
Elementary  Grades  (3-5)  ;  Social 
Studies. 

*  Ihe  objective  of  this  film  is  lo 
introduce  the  subject  ol  coinmuni 
cations  by  showing  the  \aricius  types, 
iheir  imjjortance  to  "our  town",  and 
how  connnunications  link  one  coin- 
munitv  lo  anolher.  This  is  acconi- 
plislucl  through  a  storv-line  lold  lo 
ll-\eai-old  Pelel,  and  Ins  liiend,  1)\ 
a  telephone  repaii  man.  I  \  pes  ol 
(onnnunications  considered  include 
e\er\ thing  Irom  i  lunch  bells  and 
alarm  clocks,  lo  uewspapeis.  lele- 
\  ision  and  motion  jiic  lures. 
Harbor  Highlights  —  (10  min.) 
Sound.    Color  onh,  SJ,'). 00.    Bradlev . 

Inlermed.      Grades.      Jr.      High: 
Trade.  Transportation .  Commerce. 

•  .\  film  sludy  of  ihe  acli\ilies  ihai 
lake  jjlace  in  a  l\|ii(.il  poi  l— <omin<.; 
and  going  of  Ireighters,  tugboats, 
unloading  cargo,  etc.  .\  good  Intro 
iliuiion  to  the  subject  ol  ocean 
li.ide   and   lrans])orl. 

Our  Shrinking  World—  (II  min.) 
B.fcW.  .Sound.    S30.00.    \\V. 

Inlermediale.     Jr.   and     Si.     High 

Sihool:  Soi  ml  Studies. 

•  This  film  brielly  highlighis  llu 
liistorx  of  transpoi  lalion  and  com 
municalion,  and  lells  how  iluse 
achiexements  have  broughl  peo|)le 
logethcr  in  our  shrinking  world.  'Flu- 
concluding  sequence  stresses  ihe 
lad  ihat  these  great  iincnlions  ha\e 
made  it  necessaiv  lor  .ill  |)eoples  lo 
liaiii  lo  li\e  togelhei'  peacefulh. 
1  eadier's  guide  included. 

FOOD  &  AGRICULTURE 

♦  Hundreds  of  excellenl  leaching 
lilnis  exist  in  ihis  im|)<)itanl  sliuh 
area.  Subjects  listed  here  are  onh 
a  lew  of  the  more  recent  additions 
lo  ihese  rcsomxes. 

.\s  always,  the  teacher  is  direded 
lo  the  catalogs  ol  local,  couniv  and 
state  film  libraries  boili  lommercial 
and  educational)  lor  lurihei  refer 
cnces.  Some  excellenl  materials  ma\ 
also  be  obtained  from  business  spon- 
sor sources  and  their  distributors. 
Among  these,  pictures  like  The  Gift 
of  Green  and  .-tppleliind  merit  spe 
(ial  mention.  They  are  disiribuied 
l>\  .Modern  Talking  I'ictine  Service. 
Canadian  Wheat  Story—  (6  min.) 
i;.,>;^^W.    Sound.  S20.()0.'  YAF. 

luhimed.    Grades,    Jr.,    Sr.    High 


INVENTORY     1  (i 


FOOD    &:    AGRICULTURE 

Canadian  Wheat  Story:  Continued 

School:  Soiiiil  Slndies.  Home  i.Ki- 

liniilli  V. 

•  1  his  dim  |)UsciiiN  ilic  simv  ol 
t  ;in;uli.iii  \\  lual  lioni  its  "idwiIi 
and  lull AiNliiis;  on  ihc  lai  ni  to  tlic 
millini;  ol  llic  lloui'  and  ihc  baking 
111  bitad.  All  proctduics  and  slips 
111  llif  him  an-  I'ljualh  appliialilr  lo 
I  Ik-  United  Siaus. 

This  liim  was  prodncfd  l)\  ilu 
Xalional  Film  i5oard  of  (Canada  and 
is  cxclnsix fl\  disli  ibnuil  in  llic 
I  iiit(d  Siaus  and  its  possessions  1)\ 
^()lnn;  Ainiiiia  Films.  Inc. 
C:aitle  Clountiy  -  (10  niin.)  U.,<:\\  . 
Sound.  ,Sli:).00.    \AF. 

lulcmicd.    Ciiidfs.    jr..    Sr.    U'h^li 
Sdiool;  So(  ill!  Studifs. 

•  lliis  Idm  tlcals  with  modnii 
laiik-  rantliing  in  Western  Canada 
l)nl  is  a|)piicabie  to  the  (alilc  iiidiis 
li\  in  llu'  I'niled  States,  il  shows 
mrtlidds  1)1  |)i()lerting  cattle  dniini; 
llu-  wiiuci.  llu-  annual  spring  niigra- 
lion  lo  Iresh  grazing  lands,  and  the 
la  1 1  ronnd-iip  when  cattle  are  seleci- 
ed  lor  market. 

7^/)/.$  /(/;;(  icas  firoduced  b\  llic 
Xalional  Film  Board  of  Canada  and 
is  ('X(  lusijielx  distributed  in  llir 
United  States  and  its  Ijossessions  by 
YoiDii^  America  Films.  Inc. 
Coffee— (1.")  min.)  Sonnd.  C:olor.  A|) 
pl\   lor  I'riie.  Mission. 

fn termed..  Jr  HS;  Geography.  So- 

(ial  Studies.  Commerce. 

•  This  film  describes  the  plantaiion 
to  table  story  of  coffee,  h  sho\vs 
the  complete  process  from  the  gnnv- 
ing  of  the  beans  in  the  lush  planta- 
tions on  the  foothills  of  Giiatema- 
lian  .Mountains  to  the  roasting, 
blending  and  grinding  of  the  beans 
in  mills  in  the  I'nited  .States. 
Dates- (t)  min.)     .S30.    H.E. 

Intermed..  Jr..  Sr.  H.S..  .Idull. 
Clubs:  Soc.  Studies.  Geog.,  Home 
Fa  on. 

•  The  stor\  ol  date  growint;  in 
Soiiihern  (lalilornia.  A  (onipkie 
tlescription  of  artificial  cross-])()llina- 
lion.  the  care  taken  in  protecting 
dates  from  natural  enemies  nniil 
the  time  that  they  reach  mainiit\. 
packaging  and  distribution  of  dates. 
()nl\  achcrtising  is  a  brief  mention 
ol  the  Desert  Gold  Cooperati\i' 
which  pioduces  the  dates.  Ciood 
photogia])h\ :     leisinal    explanation. 


Date   Cadlure    in    the    I'nited   Slates 

—  (II      min.)      Sound;      color     onl\. 

STJ.OU,   Hoeller. 

Flementary,  Jr..  Sr.  High  School. 
College.  .Idult:  Social  Studies.  F.( o- 
nomics,  Geografihy,  .4griculture. 

•  A  leaching  fdm  based  on  data 
sn|)plied  bv  .Mr.  Roy  W.  .\ixoii, 
Assoc.  Hortictiltnralist.  I'.  S.  Depi. 
ol  .\griculture.  Iliis  hlni  gives  a 
liisioric  backgionnd  ol  date  growing 
in  the  old  world,  and  u.ses  charts  to 
tompare  the  climatic  conditions  of 
iliese  old  world  date  growing  cen 
leis  to  those  ol  the  Coachella  \'alle\. 
(alii..— center  of  the  date  indusin 
ill  the  r.  S.     Fhe  entire  cvclc  ol  date 

I  Ilium-,  Iroiii  i.iw    land  to  jjackagcd 
prodiui,    is    shown. 
Lifeblood  Ol  The  Land     (IM   min.) 
Sound.  C;olor,  S98.00.  Castle. 

/(..     .Sr.     High     School.     College. 

Adult:  .Agriculture.  Conservation. 

•  In  I  his  ])i(  lure  the  camera  follows 
I  loiids  Iroin  the  sea  to  mountains. 
lo  rainfall  and  snow,  and  finalh  lo 
storage  in  ilu-  soil  and  in  reservoirs 
built  by  man.  Irrigated  crops,  pro- 
clucti\e  range,  water  and  forests  for 
recreation,  and  ri\ers  for  fish  and 
commerce,  all  ha\e  their  place  in 
this  film.  I  he  disasters  of  o\er-(iil- 
ting.  ()\  er-gia/ing.  and  erosion  are 
shown,  and  an  appeal  is  made  for  the 
conservation  ol  waur.  ihe  lifeblood 
ol    the  land. 

This  film  -was  produced  by  the 
Forest  Sendee  of  the  United  States 
Defmrlmenl  of  .Agriculture,  and 
offered  for  sole  by  Castle  Films,  /ik  . 
For  rental  jnints,  apfily  to  the  nearest 
regional  office  of  the  U.S.  Dept.  of  Ag. 

Tea  From  Nyasaland  —  (10  min.) 
B&W  Sound.    S30.    YAF. 

Intermediate  Grades,  Jr.  ik  Sr. 
High  School:  Social  Studies.  Home 
Econ. 

•  This  British  made  lilm  is  a  com 
pleie  stor\  of  the  grovvth.  ciiliixa- 
lion,  and  pre]jai'aii()n  of  tea.  Planta- 
tion scenes,  phoiogiaphed  in  X\asa 
1. 111(1.  near  llu-  F.asi  .\lrican  Coasi, 
show  how  llu-  ])lant  is  grown  and 
c  iilti\  ated:  how  the  lea  lea\es  are 
picked,  fermented,  dried,  cut,  and 
packed  for  bulk  shipment.  London 
scenes  show  how  bulk  tea  is  received, 
sampled,  blended,  and  packed  for 
I  he  consumer. 

Trappers   of   The   Sea—  (10   min.) 
C;(jlor  X.F.H.  of  C. 
Soc.  St..  I.  J:  Geog.,  S 


•  llu  ioo|)<-i.iti\c  lobster  fishing 
adixities  ol  l.aii\s  River,  Nova 
Scotia,  is  shown  through  excellent 
color  photography  and  good  sound. 

Fhe  \illage  en\  iroiuiieni.  the  pre- 
paration of  buoys,  traps,  and  trap 
lines  are  shown  leisurely  and  with 
great  understanding.  The  actual 
setting  of  the  tia|)s.  hauling,  taking 
ol  llu-  lobsters,  and  return  to  the 
cainieiy  are  explained  inuiestingK 
and  iompiehensi\el\. 

Tuna    Packing- (II    min.)      Sound. 

Color  only.  S7.").0O.    Hoeller. 

Flementary .  Jr.,  Sr.  High  School, 
College,  Adull:  Economics,  Social 
Studies. 

*  \  companion  film  to  'Funa  Fish- 
ing shoxving  in  dc-iail  ihe  entire 
luiia  packing  process  whiih  is  a 
ni.ijoi  industry  in  Southern  C^ali 
loinia.  Opening  scenes  show  the  un- 
loading of  tons  of  fro/en  tuna  from 
a  returned  clipper,  and  the-  cameia 
llun  follows  llu-  lisli  ihiouuli  ilu- 
\arioiis  depaiimenis  ol  the-  cannei\, 
recoiding  clo.se-u[Js  of  the  process  in- 
(  hiding  cooking,  grading,  sterilizing, 
and    final    packing   for   the   markets. 

Tuna  Fishing—  (II  min.)  Sound. 
C;olor  only,  S7.').0().    Hoeller. 

Flementary.  Jr..  Sr.  High  School. 

College,  .idull:  Economics.  Sodal 

Studies. 
"  \  u-aching  film  b.isc-d  on  elaia 
siipplie-el  l)\  liu  (ialilornia  Slale 
liniean  ol  .Marine  Fisheries.  Ihe 
lilni  gives  aeeinale  iidormation  con- 
cerning the  catching  of  tuna  out  ol 
the  ports  of  San  Pedro  and  San 
Diego.  Scenes  were  filmed  in  South- 
ern (;alif..  El  Salvador,  and  the 
(;ala])agos  Islands.  Close-up  water- 
color  shots  of  various  members  of 
the  tuna  family  serve  as  an  introduc- 
I  ion. 

\V  heat:  The  Staff  of  Life-  (33  min.) 
Sound.  Color  oiilv.  .'i  Reels.  Applv 
lor  price.    .S.M. 

Intermed.,  Jr..  Sr.  High  School. 
College:  Geography.  Science,  His- 
tory. Agriculture,  Botany,  Home 
F.co nom  ics,  Eco n  o m  ics. 

•  This  film,  in  3  reels,  presents  a 
eompleie  nu)tion  picture  story  on 
wheal.  Reel  1  presents  a  demonstra- 
tion of  the  growing  of  wheat— prep- 
aration in  plowing  and  discing. 
])laniing  and  growing,  reaping  and 
threshing,     and     delivery     to    local 


I  N  \'  E  N  T  O  R  Y     1 


IMMMMlMimi 


CHOOS^>^ND 


U  S  E  ,  A  U  D  I O  -V I S  U  A  L   TEACH  IN  G    M  AT  E/R  I  A  Ly^ 


FOOD    &    AGRICULTURE 

Wheat:    the   Staff   of   Life:    cont'd. 

grain  elevators.  This  reel  also  iii- 
(lutles  some  unusual  niitroijlioio 
se(|uences  sho-.ving  germination  ol 
wheat.  Reel  2  loUows  the  wiieal 
through  one  of  the  world's  largest 
iiiills— laborator\    tests   are   detailed. 


as  are  the  processes  of  cleaning,  tem- 
pering, milling,  grading,  and  pack- 
aging of  wheat.  Reel  '5  details  all 
ihe  interesting  processes  for  bread, 
(akes,  cookies,  etc.:  the  making  of 
macaroni  and  spaghetti:  and  the 
use  of  wheat  as  a  food  for  domestic 
anil  farm  animals. 


VOCATIONAL     GUIDANCE     FILMS 

•  I'roduceii  under  the  supcr\ision 
111  Dr.  G.  E.  Williamson  and  Milton 
1..  fhihn,  both  ol  the  Univ.  of 
Miiui..  ihi>  dim  deals  more  specifi- 
i.ilh  wiili  ihc  (leiicai  aptitude  gen- 
cndh  co\ered  in  Aptitudes  and  Oc- 
t  ujmliotis.  It  includes  the  dis(  iission 
ol  a  business  career  with  a  f;iciih\ 
(ounselor;  a  \isit  to  a  large  office; 
anil  the  co-oj)crati\e  jilanning  of  a 
program  of  studies. 

Lil3rarian-(1()  min.)  .550.00.  X'fi. 
Sr.  H.S.,  Col.:  Cuuhnuc.  'I'l-iii  h- 
ing,  Psycli..  Enn. 

•  The  film  emphasi/es  noi  onh  ilie 
I  online  work  of  the  librarian  biu 
ihe  relationship  of  ihe  lilirarian  lo 
ihe  people  of  the  loninuuiiiv .  llic 
general  classiliiations  into  whicli 
librarians  are  di\idetl  are  shown: 
( ;ualoger,  reference  and  cin  niaiioii 
librarians.  Emphasis  is  made  on  iln 
speciali/ed  training  which  librarians 
going  into  small  or  large  cominiiiiiix 
libraries  nuist  have.  .A  \ery  tompn 
hensive  account. 

Printing— (10  min.)     S50.    VCi. 
Sr  HS.  Col:   (•uidautr.   hid.   .irts 

•  The  role  of  the  printing  medium 
in  toda\'s  social  life  is  well  ex- 
plained. .Speiific  photography  shows 
jolj  requirements  of  compositors, 
pressmen,  bindery  and  layout  men. 
linoty[je  and  monotxpe  seiteis,  and 
newspaper  o|)er;uions  is  ini  lulled. 
Preliminary  training  is  well  nni  lined 
in  the  film,  and  op[)ortunii  iis  and 
responsibilities    ;ire    well    ])iesenteil. 

Secretary's  Day—  (10  min.)  SI."). 
likW;  Color,  $75.    Coronet. 

Jr,  Sr  HS.  Col,  Adult:  Commercial, 
Guidance,  Clubs 

°  The  daily  auixiiies  of  a  secretary 
are  compared  with  those  of  a  stenog- 
rapher to  show  ihe  added  res]3on- 
sibilitics  and  duties:  haniUing  call- 
ers, appointments,  telephone  calls. 
lUing  and  manv  other  iletails  of 
office  procedine. 


A   scene  from   "liouhkecpiuii   and    Yuu" 

Bookkeeping  and  You  —  (10  min.) 
B..^\\  .  ,S  15.00;  Color,  .575.00  Coronet. 
/)..  .S')-.  H.S.:  Commercial. 

•  i'hotographed  in  the  familiar  set 
ling  ol  a  grocer)  stoic,  the  lilni  shows 
the   necessity   for   the  systematic   re- 
cording of  cash  income  and  outgo. 
On  the  basis  of  simple  siiu;itions  the 
entries  of  income  and  outgo  oper;i 
tions  are  shown  as  they  are  recorded  • 
in    iippropriate    journals.     The   em- 
ph;isis  is  on  the  impoitance  of  book- 
keeping  in   sim]jle  as  well   as   more 
(omplex  business  situations.    Useliil 
in  moti\aiing  study  at  the  beginning 
of   bookkeeping  work. 
Fire  and   Police  Service— (10  min.) 
.'>,50.00.    \'G. 

/)■.,  .Sr.  H.S..  Col.:  (Uiidance,  Civ- 
ics, Clubs. 

•  The  rigid  pliNsical  and  ment:il 
civil  service  examinations  which 
usually  must  be  passed  before  fire- 
men and  policemen  can  qualify  for 
service  are  described.  Specific  pho- 
tography shows  the  training  jjcrioil 
and  typical  on-the-job  responsibili- 
ties wliich  the  fireman  anti  police- 
man are  likely  to  meet.  While  many 
responsibilities  and  classifications  of 
work  are  shown,  the  less  glamorous 
routine  tasks  are  also  induiieil.  I'.m- 
|)hasis  is  1)11  tr;iiiiing  and  Mi\i<c  ic- 
s|)oiisibilities. 

I  \V'ant  To  Be  a  Secretary  —  (15 
mill.)    Sound;    B.RrW.   S()7.5():    Color 

s.  110.00.  c:iE. 

.S'r.   High   School,   College,  Adult: 
Teacher  training.  (iuidaiK e. 


ENGINEERING    DRAWING 

Engineering  Drawing  Series  —  (Mc 

Giaw-Hill)    Series  Content:  7  sound 
films,    (10-20   min.  each)    and  6   si- 
lent  filmstrips   averaging   40   frames 
each.   .\ppl\  for  price.    McGraw-Hill 
Hook  Co.,  Inc.,  Textfilm  Dept. 
College,     Technical     Institutes, 
Trade  Schools:  Engi/ieering  Draw- 
ing. 

•  .\nother  in  the  McGraw-Hill  ser 
ies  of  co-ordinated  films,  filmstrips, 
iuitl  textbooks.  They  are  designed 
primarily  for  correlation  with  select- 
ed chapters  horn  French's  Engineer- 
ins  Drawing.  Bv  animation  and 
photography  material  is  given  which 
is  im])ossible  to  include  within  the 
[jhysical  limitations  of  the  text 
book.  F'ilmstrips  (except  the  last) 
test  knowledge  acquired  from  the 
films.  The  last  filmstrijj  is  used  to 
tover  additional  material  not  treated 
ill  the  accompan\ing  film.  Titles  ol 
films   (and  filmstrips)   include: 

t( (4ntlitig    to    Plan:    Introduction    to   Eni^i 

nccrini^  Drawing    {no  ilrij)) 
Ol  llw!>.rapliic  Projection 
.4iixiliary    Views:   Single    Auxiliaries 
.luxiliary   Vietes:  Double  Auxiliaries 
Sectio7ts  and   Conventions 
The  Drau'ings  and  the  Sliop 
Selection  of  Dimensions 

Scene  from  the  "Engineei ing  DtawingSeries" 


New   Industrial  Films 

♦  Guidance  oir  the  future  job  can 
be  ]3ro\  ided  through  the  means  of 
industry  sponsored  film  materials. 
In  this  area  industrx  h;is  prepared 
many  general  sur\e)  films  showing 
industries  ranging  through  automo- 
biles, oil.  rubbs,  paper,  steel,  etc. 
liefori'  using  such  films  the  class- 
room teacher  is  cautioned  to  preview 
carefully  and  to  utilize  only  such 
materials  as  will  ha\e  educational 
merit.  One  further  general  rule  is 
to  prepare  the  class  before  showing. 


I  N  V  F.  \  T  O  R  ^      18 


FILMS   TO    HELP    US    UNDERSTAND    OUR    COUNTRY    AND    THE    WORLD    CRISIS 


The  Problems  of  Deiuoeraer 

THE    COMMLMTY  -  STATE     AND     FEDER.\L    GO\ERNMENTS 
POLITICAL    ORGANIZATION    &:    INTERNATIONAL    RELATIONS 


THE    BASIC    APPROACH 

General  Election-  (20  min.)   $37.50: 

rent,  $2.00.    BIS. 

fr.,  Sr.  H.S.,  Col.,  Adult;  Civics, 
Clubs,  Guidance,  Hist.,  Soc.  Stud- 
ies, Social. 

•  ParliamentarT.  elections  in  Brit- 
ain. Shows  nominations,  campaign 
strate?\  and  methods  o£  secret  vot- 
in?.  Hi^hli^hts  various  sections  of 
the  public  being  coaxed  and  cajoled 
into  voting  for  the  right  man.  This 
is  a  film  of  the  democratic  process 
in  action. 

How  a  Bill  Becomes  a  Law—  (15 
min.)     $60.00.    Pictorial. 

Jr.,  Sr.  H.S.:  .idult;  Civics,  U.  S. 

Hist..  Clubs. 

•  Through  generous  use  of  anima- 
tion interspersed  with  casual  pho- 
lographv,  the  procedure  of  the  en- 
actment of  federal  legislation  is 
shown. 

Parliamentarv  Procedures  in  Action 
—  (12  min.)  bound.  B.ScW.  onlv. 
$54.00.    GIF. 

Intermed..   Jr..   Sr.    High    School: 

Cii'ics. 

•  This  him  presents  the  various 
steps  to  be  taken  in  properlv  con- 
ducting a  meeting— the  call  to  order, 
reading  of  the  minutes,  reports  of 
committees,  unfinished  business,  or- 
ders of  the  dav,  new  business,  and 
adjournment,  as  well  as  other  in- 
cidental activities.  Super\ised  bv 
Harold  Grabill.  L'niversitv  School. 
Indiana   University. 

"Political  Parties"  shows  us  how  political 
organization  operate 


Political  Parties-  (1  reel)  BkW  $45; 
Color,  $75.    Coronet. 

hiterm,  Jr,  Sr  HS,  .idult:  Civics, 
Soc.  Studies,  Social. 

•  Depicts  the  establishment  of  the 
machinery  which  presents  a  choice 
to  the  voter.  Though  without  legal 
basis,  the  political  party  is  shown 
lo  be  fundamental  to  any  true  dem- 
ocracy, and  dependent  upon  the 
individual  citizen's  approval  by  en- 
acting an  interesting  local  issue 
which  portrays  party  activities. 

Public  Opinion-(10  min.)  $45.  EBF. 
Jr.,  Sr.  H.S..  Col.,  .Adult;  Civics, 
U.  S.  Hist.,  Social.,  Clubs. 

•  The  film  distinguishes  between 
I  he  public,  the  crowd,  and  the 
"mob."  Using  a  hypiothetical  situa- 
tion of  a  community  and  the  ques- 
tion of  its  water  supply,  illustrations 
are  given  showing  how  tensions  are 
created  and  built  up  to  a  climax, 
how  the  need  for  diagnosis  of  the 
tension,  how  debate  information  and 
socially  desirable  action  can  be  tak- 
en, complete  the  analysis  of  public 
opinion.  The  influence  of  environ- 
ment and  the  predispositions  in 
terms  of  the  thinking  people  do 
make  this  a  valuable  experience. 

FEDERAL    GOVERNMENT 

The  F.B.I.-  (17  min.)  Sound.  B.kW. 
$35.00  for  3  year  lease,  short  term 
rates   on    request.     March    of   Time 
(Forum  Edition; . 
Intermed.,   Jr.,    Sr.    H.S.,    Col., 

.\n   Interesting  Basic   Film 

Citv    Fire   Fighters- (1   reel)    B&W  . 
S 45.00:    Color   $75.00.    Coronet 
Intrrm.,  Civics,  Clubs. 

•  Shows  the  elementary  student  the 
iiii{X)rtance  of  organized  fire-fighting 
acti\itics  to  a  cit\'s  life.  The  film 
pictures  the  fire-fighter's  equipment 
at  the  station  and  in  action  and 
suesses  the  necessity  of  and  basic 
1  ules  for  fire  prevention. 


"Public  Opinion"  explains  how  this  im- 
portant  force    -uorh  . 

.-idult;  Civics,  Sue.  Stud.,  Science. 

•  This  film  tells  the  story  of  the 
Federal  Bureau  of  Investigation  and 
shows  how  law  enforcement  has  be- 
come an  exacting  science.  Sequences 
include  the  24-hours-a-day  vigilance 
of  this  \ast  organization,  the  crime 
detection  methods  and  techniques  of 
the  F.B.I.  laboratories,  and  the  rig- 
orous training  an  agent  must  under- 
go at  the  Quantico.  \'irginia.  Acad- 
emy. An  authentic  case,  re-construct- 
ed from  F.B.I,  files,  is  presented 
which  shows  the  methods  of  German 
agents  in  the  U.S.  during  the  war 
and  the  striking  effectiveness  of  the 
F.B.I.'s  counter-espionage. 

How  We  Elect  Our  Representatives 
-(10  min.)    545.00.   Coronet. 

Jr.,  St.,  H.S..  Adult:   Cwics,  U.  S. 

Hist.,  Clubs. 

•  This  film  presents  the  election 
system,  registration,  primarv  elec- 
tion, electioneering  practices,  and 
voting  procedures.  Emphasis  is  on 
the  responsibilitv  to  vote  intelli- 
genth.  (See  pictiues  next  page) . 
Mailman- (10  min.)     S45.    EBF. 

Prim.,    Intermed.;    Soc.    Studies, 
Lang.  .-Irts.  Reading  Readiness. 

•  This  film  shows  the  duties  of  the 
mailman,  suburban  and  riu'al,  from 

'•nf   from    the   film  "yfailman". 


I  N   \    E  N  T  O  R  V     19 


OW    TO 


CHOOS^^-'JTND    USE  .AUDIO-VISUAL   TEACHING    MATE-RIALS 


'How    We    Elect    Our    Representatives" 


I  hf.sc  siciits  from   the  Coronet  classroom  motion   pic- 
ture  illustrate  a   subject   most   important    to  all   of  iis. 


Mailman:  c<>i)liiuit'<l 

ilic  lime  thai  he  picks  ti|)  his  mail, 
sorts  ii.  places  pari  ol  ii  in  ilu  nla\ 
hag  which  is  dclivcud  1)\  litick  lo 
a  mid-])()inl  in  his  ionic,  until  he 
slails  (1111  i(j  (Iclisci  mail.  .Shows 
similar  Inn  iiion-  iiultisi\e  diilies  of 
the  rural  carrier— lakini:;  moiuv  or 
tiers,  selling  sianips,  taking  |)ar(el 
post  and  mail  —  all  shown  tinder- 
siaiidahh  and  al  a  leisiirch  jjace. 
.\n  ideal  (om])lenKin  lo  the  lilm. 
Letter  to  ('•rtnidtnotlicr.  which  sircss- 
es  iniercomnnniitv  mail  ser\ice. 
Meet  Your  Federal  Go>ernmeiit 
(15  niin.)  B.MV.  .Scniiul.  .R^.OO. 
V\F. 

I),    (ind   Sy.    High    Silioiil:    Cii<i(s. 

Six  idl  SI  iidics. 
•  Under  the  supervision  ol  Dr. 
S.  P.  iMcCaitcheon,  New  York  L'ni\.. 
this  film  presents  its  story  ol  ilu 
federal  governmetn  through  the 
eyes  of  Bill  Miller,  a  high  school 
senior  who  \isiis  his  nude,  (Congress- 
man Miller,  in  Washington,  D.  C. 
.\  visit  H)  the  points  symbolizing 
each  t)f  ihe  three  main  hranches— 
ihe  Capitol,  the  While  House,  the 
Supreme  Com  i  Iliiilding— gi\es  Kill 
and  his  nnde  this  oppormniiv  to 
discuss  the  jnirposes  and  liinclions 
of  each  branch  as  well  as  the  system 
of  C:hecks  and  Ralances.  The  film 
ends  on  an  ins])iiali()nal  note  which 
stresses  the  responsibility  each  citi- 
zen has  lo  carry  fcjrward  onr  dcino- 
(laiit    heritage.  'Icacher's  guide. 


^Capitol  Supreme  Court 

While  House 


THE    UNITED    NATIONS   AND    THE    EUROPEAN    .SCENE 

(Also  see  The  World  ]Ve  Live  In  k  People  of  the  World) 


....  iii.;^!; 

niCUIIVI   BRANCH 


The     People's    Charter— (17     min.) 
Sound.  BR:\\'.  .S.i7. .■)()..  F.   \. 

hiltrtnrd..    jr..    Sr.    High    Sihoal. 

College,     Adult:     Six  ml     Studies. 

Cixiics. 

*  This  is  a  film  made  enlireh  ol 
ainhentic  docnmeniarx  material 
which  shows  how,  in  the  midst  of 
war.  the  idea  of  the  United  Nations 
was  born.  It  goes  on  to  show  the 
organization  of  the  United  Nations 
at  .San  Francisco.  The  film  reaches 
its  climax  at  the  first  meeling  of  the 
United  Nations  .Xsseinbly  in  London 
with  actual  statements  made  by  the 
\arious  UNO  leaders  at  that  meet- 
ing. This  production  stresses  through- 
ont  the  relationship  of  the  UNO  to 
the  peoples  of  the  world.  It  shows 
the  part  they  played  in  shaping  the 
organi/atic)!!  and  jjoints  out  clcarh' 
ihe  ]5arl  the  people  of  e\er\  conntrv 
iiiiisi  play  to  make  sure  ihai  its  great 
purpose  of  world  peace  and  sectiriiv 
is   achiexcd. 

This  film  was  prnduicd  by  the 
DeJMrtmenl  of  Public  hifornialioii 
iif  the  United  Nations  Organization, 
inid  is  exchtsix'ely  distributed  in  tin- 
L'nited  States  by  Film  of  the  Xations. 
Inc. 

We,  The  Peoples- (8  min.)  BR.\V' 
Sound.   §30   YAF 

fr.     &     .S>.     HigJi     School:     Social 
Studies 

•  An  orientation  film  designed  to 
show  the  various  purposes  and  func- 
lions  of  the  United  Nations  Organi- 
zation. Through  the  combined  use 
of  live  action  and  selected  animated 
charts,  the  film  fnlh  describes  each 
ol  the  basic  functions  of  the  six 
major  divisions  of  the  United  Na- 
lioiis.  and  jjoints  out  the  responsi- 
l)ilit\   which  devolves  upon  each  in- 


dividual in  making  the  l'nited  Na- 
lions  Organi/aiion  fulfill  its  jmrjjose. 
feachers  guide  included. 

THE  WAR  AND  AFTER 

Liberation  of  Paris— ('52  min.)  ,\.  F. 
Films.    .Ajjph  for  price-. 

Modern    Laug..    S.C:    Fur.    Hist., 

S.C;  Clubs.  J.' .1. 

•  A  complete  photographic  cliaiv 
of  the  citizen  and  F'.F.l.  activity  in 
liberating  Paris  during  the  28  da\s 
of  the  German  withdrawal  in  .Au- 
gust, 1944.  The  only  authentic  and 
complete  document  released  up  to 
October,  1946  on  the  retreat  of  the 
Nazis  and  internal  resistance  before 
otitsidc  help  came  in. 

The  Rise  and  Fall  of  Nazi  Germany 
-(18  min.)  .Sound.  B.&:.W.  .|35.00 
for  3  year  lease.  .Short  term  rates  on 
rec]uest.  March  of  Lime  (Forum 
Edition)  . 

Intermediate :  Jr.  Sr.  H.S.,  Col., 
Adult:  Social  Studies.  History. 

•  Beginning  with  the  Saar  plebiscite 
in  1935.  the  film  shows  how  Hitler 
led  the  3rd  Reich  to  domination 
over  15  countries,  and  how  the  Nazi 
limetablc  of  conquest  was  overturned 
only  when  the  U.S.,  Britain,  and 
their  allies  joined  forces,  Iiringing 
about  the  unconditional  surrender 
of  Germany  on  Ma\  8,  1945.  The 
film  illustrates  the  vvorkings  of  the 
.Mlicd  Control  Commission  and  pre- 
sents many  of  the  difficult  problems 
facing  it.  The  re-making  of  Germany 
into  a  self-supporting  nation  is  a 
huge  job  of  rehabilitation,  and  the 
film  emphasizes  the  importance  of 
wise  training  for  those  who  were  too 
young  to  be  corrupted  by  Naziism. 

•  Excellent  aditioiral  material  is 
listed  in  the  United  Nations  film 
catalog:  also  see  See  &:  He.\r.  Max, 
1947  World  Report  issue. 


INVENT  <)  K  V 


MOTION    PltTlRES:    4ii  K  O  I    I*    TWO 


^eieiiee  Filiiiis 


FILMS  FOR  ALL  GRADE  LEVELS  INCLUDING   SUBJECIS   FROM    ARITHMETIC 

TO  (;eneral  and  advanced  science  FOR  hk;h  school  and  college 


BEGIN  WITH  NUMBERS 


Fractions  Series— (10  films— 10  iniii. 
( ach)  Sound.  Color,  S75.00  per  (ilm. 
H.'^W.  .Sir).00  per  film.  J  HP. 

Iiitrytnrdidtc    Grades   (^th    Criitlr. 

lip)  :  Miillirnialit  s. 
•  I'liis  si-rics,  ot  which  the  first  loui 
an-  now  reach,  with  the  others  u> 
liillow  ^h()lll\.  is  clone  in  clever  stop- 
iiiDtion.  three-cliniensional  anima- 
lioii.  .Animation  ot  lamiiiar  objects 
is  achieved  by  single-frame  exposures 
of  successive  steps  in  the  oiieration 
(lepicied.  It  is  the  producer's  feeling 
ihat  this  excludes  irrele\  ancics  in  the 
him  and  gi\es  better  uiiderstanding 
ol  the  abstract  concepts  involved. 

lilies  now  ready  include:  Inlro- 
diution  to  Fractious,  Huif  to  Add 
Iractions.  Others  in  production,  to 
he  released  later  include:  How  In 
Multiply  I-'ractions,  How  to  Divide 
Iractions,  Decimal  Fractions,  Per- 
irntage.  and  two  other  titles  to  be 
ainioiuued. 

The   Meaning  of   Percentage—  (Ml 

irin.)    B.JL-W .".Sound.    S38.."jO.   \.\1'. 
Grades  3-7:  Arithmetic. 

•  Under  the  Super\ision  of  Dr. 
Win.  Brownell,  Duke  Uni\.,  and  Dr. 
Laura  Eads,  New  \ork  City  Board 
of  Education,  tliis  film  is  one  of 
\  .AF's  .\rithmetic  Series.  It  relates 
ilie  meaning  of  percentage  to  him- 
dredths  both  as  fractions  and  as  deci- 
mals. Percentage  as  hundretlis  is 
shown  graphically.  The  meaning  of 
common  percentages  such  as  10%, 
2.5";,.  ,iO%.  75"o,'and  100%  is  dc- 
\elopccl  and  related  to  social  sitii;i 
lions.    Teacher's  guide  inrludcd. 

.Measurement   —    (1     reel.)       B.8:\\' 
>45.:  color,  S75.    Coronet. 
Interm.,  Jr.,  Sr.  H.S.;  Math. 

•  Looks  through  the  eves  of  an  aver- 
age boy  at  society's  dependence  on 
measurement  and  its  standards. 
From  the  ring  of  tlie  alarm  clock  on 
iluoiigh  ...  at  home,  on  the  Ijall- 


Iield.  downtown  .  .  .  the  basic  types 
.nid  methods  of  measurement  arc 
iilusiiaicd    and   explained. 

Parts  of  Nine-  (11  min.)  B..<;\\'. 
Soimd.    .s:iS. ,-)().    V.\F. 

Primary  Grades;  Aritlimetic. 

•  This  is  another  in  the  .\rithmeii( 
series  supervised  by  Dr.  W'm. 
Brownell,  Duke  Univ.,  and  Dr. 
Laura  Eads,  New  York  Cit\  Bd.  of 
Ed.,  and  serves  as  a  natural  sequel  tcj 
tile  pre\  iously  released  What  is  Four. 
It  de\elops  the  meaning  of  the 
niiml)er  9  through  experience  sitir 
ations.  Flie  ideas  presented  include: 
y  in  serial  relatioir  to  8:  9  as  three 
groups  of  three  each;  and  addition 
and  subtraction  facts  about  9. 
Teacher's  guide  included. 

Parts  of  Things- (10  min.)  K.kW. 
Sound  S38..50  \AF. 

F.lem.    Grades    (2-4):    Aritlimetii . 

•  .\notlier  in  '\'.\F's  .Arithmetic  Se- 
ries, this  film  cle\elops  the  meaning 
of  one-lialf  and  one-fourth  of  single 
things  as  an  early  introduction  to 
the  concept  of  fractions.  Experience 
situations,    concrete    objects,    and 

'semi-concrete  representation  arc 
used  in  the  gradual  development  of 
afjstract  ideas  of  1/2  and  14.  .Abstract 
ofjjects  are  carefully  explained  in 
relation  to  real  things.  Teachers 
guide  included. 

What  Is  Four?— (Part  I,  10  min.:  part 
II.  5  min.)    BRrW  Soimd  Parts  I  ft  II, 
S45:  Part  I  onlv,  S3().    VAF. 
Primary  Grades:  Arithmetic 

•  This  film,  first  in  the  VAF  .Arith 
luetic  Series  supervised  h\  Dr.  Wm. 
Brownell.  Duke  L'nixersity.  and  Dr. 
Laura  Eads,  New  York  City  Bd.  ol 
Ed.,  serves  a  basic  purpose  in  the 
aiiihmetic  curricidum  at  the  first- 
\ear  level,  h\  helping  to  build  an 
understanding  of  the  ineaniiig  ol 
numbers.  It  illustrates  the  nimibei 
f    in    a    varietv    of    situations,    fjotii 


(oncreie  and  abstract,  and  treats,  the 
ninnber  in  a  great  many  ways  to 
help  the  child  appreciate  the  signifi- 
cance ol  1  and  its  loinness.  Part  II 
introduces  related  addition  and  sub- 
iiaction  facts  and  symbols.  Teachers 
guide    included. 

The  Teen  Numbers  —  (10  min.) 
B.&W.    .Soinid.    S38.50  Y.AF. 

Primary  Grades:  Arithmetic 
•  CJne  of  the  .\rithmetic  Series  luuler 
llie  super\ision  of  Dr.  W'm.  Brown- 
ell, Duke  Unixersity,  and  Dr.  Laura 
Eads,  New  ^'ork  City  Bd.  of  Ed., 
litis  film  deselops  the  meaning  of 
I  he  place  value  of  ilie  leen  numbers. 

Fhe  meaning  of  the  one  place  num- 
bers 1  to  9  is  shown  by  grouping 
objects  and  by  indicating  these  num- 
bers in  a  series.  The  meaning  of 
the  numl)ers  10  to  19  is  developed 
.IS  groups  of  tens  and  ones,  and  as 
ihe\  stand  in  relaiion  to  the  single 
digit  numbers.  .An  understanding 
of  ilie  concepis  in  this  film  is  basic 
10  an  undersianding  ol  ihc  nature 
ol     (jiir     decimal     number    system. 

I'eachers  guide   included. 


MATHEMATICS      FILMS 

(also  sec  Engineering  Drawing  and  Ad- 
xmnced  Science  etsewliere  in  lliis  Inj'enlory.) 

Areas-(1 1   min.)    B.R:W^  $40.00  KB. 
Geom.,  Math.:  S.,  C. 

•  The  film  presents  the  needs  and 
uses  for  finding  areas  of  various 
figures.  Shows  clear  graphic  demon- 
stration of  recogni/ed  methods  for 
the  computing  of  areas  of  rectangles, 
parallelograms,  triangles,  and  circles. 
Circle-(11   min.)    S40.00.  K.B. 

.Sr.  H.S.,  Col.:  Geom.,  Math. 

•  The  film  clearly  defines  and  shows 
the  relationship  of  such  important 
phases  of  the  circle  as  radii,  diame- 
lers,  chords,  tangents,  secants,  arcs 
and  central  angles,  by  means  of  pho- 
tographx  and  good  animation.  The- 
orems and  proofs  are  introduced. 


INVENTORY     21 


low    TO    CHOOS^>-?^ND    USE  .AU  D  lO-VISUAL   TEACHING    MATE/RIAL^ 


iMi 


General  Science  Films 

(Also  see  General  Science  in  the  Filmstrip  Inventory  pages  of  this  issue.) 


Fire-  (lOmin.)  .'545.  B&W sound EBF 
Intermediate,  Jr.  High  School; 
Social  Studies,  Gen.  Sci..  Home  Eco- 
nomics, Industrial  Arts. 
•  Procured  under  the  supervision  of 
Charles  K.  Arey,  Ed.  D.,  University 
of  Alabama,  this  film  describes  the 
domestic  uses  of  fire,  explains  the 
principles  of  combustion,  the  nature 
of  fire  hazards,  and  the  principles 
of  fire  extinguishing.  The  film  also 
shows  how  the  regulation  of  gas  and 
air  in  a  stove,  and  of  the  draught 
in  a  furnace,  affects  combustion.  It 
dramatizes  fire  hazards  and  points  up 
safety  lessons  as  well  as  demonstrat- 
ing how  fire  extinguishers  are  used. 

Below:    The  Brilannica  film  "Fire"  shows 
uses   and   principles   of    mankind's   servant. 


The  flow  of  Electricity- (10  min.) 
B.&VV.  Sound.    S38.50.    YAF. 

Elementary  School;  Gen  Science. 
•  Produced  under  the  supervision 
of  Dr.  Gerald  S.  Craig,  Teachers 
College,  this  film  is  one  of  YAF's 
Elementary  Science  Series.  It  ex 
plains  the  factors  which  affect  the 
(low  of  electricity  through  a  simpK 
(iriuii.  imroduces  the  electron  the 
orv,  ant!  shows  the  application  ol 
the  simple  circuit  in  a  home  situa- 
lion.   Teacher's  Guide  included. 

Below:  Good  animation  helps  make  under- 
standable "The  Flow  of  Electricity". 


Magnetism  —    (10     min.)       Sound, 
B.&VV.  145.00,  color,  $75.00.   GIF. 

Elementary,  Jr.  High  School:  Gen. 

Sci.,  Physics. 

•  What  magnetism  is,  how  it  differs 
from  electricity,  and  how  it  works— 
these  teaching  goals  are  explained 
in  the  story  situation  as  Joe,  a  bov 
of  thirteen,  experiments  with  mag- 
netism and  explains  the  results  to 
a  friend.  The  film  discusses  (1) 
types  of  permanent  magnets,  (2)  at- 
traction and  repulsion,  (3)  making 
magnets,  (4)  fields  of  force,  (5)  elec- 
tro-magnets and  their  uses,  and  (6) 
everyday  uses  of  magnets.  This  film 
will  be  especially  valuable  in  gen- 
eral science  classes,  as  an  introduc- 
tion to,  or  siunmary  of,  the  studv 
of  magnetism.  Supers'ised  by  Dr. 
\.  E.  Bingham,  Northwestern  Uni- 
\ersity. 

Magnets— (13   min.)     (Filmstrip   in- 
cluded.)   Y.A.  Films. 

Elementary  School:  Gen.  Science. 

•  The  film  demonstrates  observa- 
ble information  about  the  behavior 
and  characteristics  of  magnets.  It  is 
very  complete  up  to  the  point  of 
abstraction  and  therefore  is  under 
standable  by  young  children.  Ac- 
companying filmstrip  allows  excel- 
lent opportunitv  for  discussion  and 
review. 

Below:  Dad  explains  how  "Magnets"  work 
to    sonny    and    sis    in    this    teaching   film. 


Our  Common  Fuels-  ( 1  reel)  B&W 
$45;  Color  S75.    Coronet. 

Interm.,  Jr  HS.:  Gen.  Sci.,  Geo^. 
Geol. 

•  Film's  title  is  the  cast's  class- 
room display.  In  their  project,  fuels 
are  defined  under  their  proper 
grouping  of  "natural "  or  "manufac- 
tured." The  sources  and  uses  of 
each   are  explained  and   illustrated 


Helping  us  know   'Our  Common  Fuels" 

h\  \  i\id  industrial  scenes.  The  "4C" 
ijasis  for  the  selection  of  the  proper 
liiel  for  the  proper  purposes,  and 
the  importance  of  conservation  are 
emphasized. 

Properties  of  Water—  (1  reel)  B&W 
S45:   Color  $75   Coronet 

Interm.  Jr  HS:  Chem,  Gen.  Sci. 
•  Examines  the  physical  and  chemi- 
cal properties  of  our  most  familiar 
and  most  important  compound.  Lab- 
oratory and  demonstration  tech- 
niques provide  the  basis  for  the  stu- 
dent's further  experimentation. 

Below:    From    film   "Properties  of    Water". 


Science  and  Superstition—  (1  reel) 
B&VV  §45:  Color  $75  Coronet 

Interm,  Jr  Sr  HS;  Gen.  Sci.,  Psych. 
inid  Teaching. 

•  Trains  the  stiuients'  own  thinking 
to  the  scientific  method,  as  a  screen 
class   enthusiastically   proves,    by 

Below:  Scene  from  "Science  d-  Superstition" 


NVENTORY     22 


Science  and  Superstition:  continued 

>()uik1  research  and  reasoning,  the 
inaccuracy  of  some  a)mmon  misbe- 
liefs to  answer  their  beginning  query 
"What  is  a  superstition?  What  is  a 
fact?" 

Water  Cycle-(10  min.)  $45.00.  EBF. 
In  termed-,  Jr.  H.S.;  Soc.  Studies, 
Xat.  Sci,  Gen.  Set.  Clubs 
•  The  movement  of  water  is  traced 
tlnough  its  cycle  of  change  from 
ocean  to  sky  by  evaporation  into 
clouds,  then  as  rain  to  rivers  and 
to  ocean  again.  Evaporation,  sat- 
uration, precipitation  and  conden- 
sation are  discussed  and  illustrated. 
Water  circulation  in  the  atmosphere 
and   in   the  ground   is   portrayed. 

Below:  "Water  Cycle"  is  a  new  teach- 
ing   film     useful     in     mar}y    grade     levels. 


^■^ 


What  Is  Science?— (10  min.)  Sound. 
B.&W.  S45.00.  color,  §75.00.    GIF. 

Intermed.    Grades,    Jr.,    Sr.    High 

Seliool:  Gen.  Sci. 

•  Produced  under  the  supervision 
of  Dr.  X.  E.  Bingham.  Professor  ol 
the  Teaching  of  .Science.  North- 
western University,  this  film  is  de- 
signed as  an  introduction  to  the 
study  of  science  as  well  as  an  illiuni- 
nating  exfxjsition  of  the  meaning  of 
the  word.  In  a  simple  story,  it  pre- 
sents the  application  of  the  "scien- 
tific method",  which  embraces  five 
major  steps:  curiosity,  observation, 
hypothesis,  testing  of  hypothesis, 
and  conclusion. 

What  Makes  Day  and  Night- (8 
min.)    B.&K.   Sound.  S30.00  Y.\F. 

Elementary  School:  Gen.  Science, 
and  Geography 

•  This  film,  one  of  the  elementary 
science  series  supervised  bv  Dr.  Ger- 
ald Craig,  Teachers  College,  and 
Dr.  Ralph  Preston,  Univ.  of  Penn 
sylvania.  demonstrates  the  fact  that 
the  alternation  of  dav  and  night  is 
due  to  the  rotation  of  the  earth. 
Two  children   and   their   father  dis- 


"M'hat  Makes  Day  and  Xight"  is  ex- 
plained   to   these  youngsters   with    a   globe. 

cuss  the  cause  of  day  and  night,  us- 
ing a  flashlight  and  globe  to  illus 
trate  the  principle  involved.  Teach- 
ers Guide  included. 
What  Makes  Rain— (10  min.)  B.&\\  . 
Sound  $38.50  YAF. 

Elementary  School;  Science,  Geog- 
raphy. 

•  Also  in  the  elementary  science 
series,  supervised  by  Dr.  Gerald 
Craig,  Teachers  College,  and  Dr. 
Ralph  Preston,  Univ.  of  Penns\l- 
vania,  this  film  introduces  and  e.\- 
plains  the  concepts  of  evaporation 
and  condensation  as  they  apply  to 
the  \\'ater  Cycle.  This  is  done 
through  the  device  of  a  letter  which 
the  Weather  Man  writes  to  a  young 
bov.  .Animated  drawings  summarise 
the  principles  involved  in  the  Water 
Cvcle.    Teachers   guide   included. 

SCIENCE     IN      LIFE 

Life  in  a  Drop  of  Water— (1  reel.) 
B.&W.    $45.;  color,  $75.    Coronet. 

Interm.,  Jr.,  Sr.  H.S.:  Biol.,  Gen. 

Sci. 

•  With  brilliant  microphotograph). 
ihis  film  presents  the  teeming  life  of 
this  tiny  world  in  relation  to  its  en- 
vironment. Through  the  movie 
microscope,  these  simplest  forms  of 
plants  and  animals  are  seen  moving, 

Below:  The  world  beneath  the  microscope 
is  revealed  in  "Life  in  a  Drop  of  Water." 


functioning,  reacting  and  meeting 
the  same  minimum  problems  of  life 
which  the  higher  forms  in  our  larger 
world  must  also  solve. 

BIRDS  -  ANIMALS  -  FISH 

Baby  .\nimals-(10  min.)  B.&\\ . 
.Sound.  $38.50.    YAF. 

Elementary  Grades;  Gen  Science. 

•  Produced  under  the  supervision 
of  Dr.  Gerald  S.  Craig,  Teachers 
College,  this  film  deals  with  animals 
and  their  young.  It  introduces  and 
explains  such  concepts  as  the  de- 
gree and  nature  of  parental  care 
among  oviparous  and  viviparous 
animals,  and  the  relationship  be- 
tween the  number  of  young  and  the 
amount  of  care  plus  chances  of  sur- 
vival. Teachers  guide  included. 
Bushland  Fantasy  —  (10  min.) 
Sound.  Color,  $75.00;  rental,  S2.50 
per  day.   IFB. 

Intermed.,  Jr.,  Sr.   High   School; 
Social  Studies,  Science,  Geography. 

•  This  film  shows  the  Australian 
"Bush"  with  its  lovely  trees,  flowers, 
and  strange  animals  and  birds  in- 
cluding the  mimicry,  singing,  and 
dancing  of  the  Lyre  Bird.  Teacher's 
Guide. 


"The   Curivus    Coati"   is  shown    above. 

The  Curious  Coati-  (8  min.)  B.&W. 
Sound.  $30.00.  YAF. 
•  A  simple  and  amusing  animal 
story  for  children  describing  the 
adventures  of  a  pair  of  coatis.  The 
coati  (or  coatimundi)  is  a  small 
Central  and  South  .American  animal 
related  to  the  raccoon  and  easily 
tamed  as  a  pet.  This  film,  especially 
edited  and  narrated  for  the  young 
age  group,  can  be  used  by  the 
teacher  as  a  center  of  interest  for 
the  stimulation  and  development 
of  oral  and  written  language  ex- 
pression. Teachers  guide  included. 
Fine  Feathers—  (10  min.)  Sound. 
Color.  S75.00:  rental.  S2.50  per  day. 
IFB. 
Intermed.,  Jr.,   Sr.   High    School: 


IM!9MUWMWL^ 


[OW    TO    CH00S5>^"ND    USE  .  AU  D  lO-VISUAL   TE  AC  H  I'NG    M  ATE.-FCI  A  LS- 


■^ 


SCIENCE     IN     LIFE: 

Fine  Feathers:  continued 

Snt  iiil  Studies.  Science,  (•ri)nynl>liy. 

•  In  iliis  film  tile  reniaikal)lc  ami 
Ixaiiiilul  wikl  birds  ol  Aiisiialia  aie 
toloi  ])h()t()L;iapliccl  in  their  natural 
sunoiuulinns.  leather's  guide  in 
cludeii. 

The  Fur  Seal-  (10  inin.)  B.S:\V. 
Sound.    ,S;58.:)0.    VAF. 

Intevtncdiate   Grades.  Jr.   and   Sr. 

High  SdiDol:  (Geography  mid  Ceu. 

Science. 

•  L'ndei  the  stiper\  ision  nl  Dr. 
H.  v..  .Viillionv.  .\nieiiian  .Museum 
1)1  Natural  Histor\.  this  lilin  is  de- 
signed lo  provide  an  understaiuliiig 
ol  ho^v  and  wheie  the  seal  li\es.  its 
place  in  the  biological  kingdom,  and 
its  iniporiance  to  man.  It  pro\ides 
a  complete  photographic  stud)  ol 
the  lin  seal,  describing  its  life,  habits, 
ami  adaptation  to  en\ironment. 
Teacher's  guide  included. 

How  Animals  Eat-  (10  niin.)  B.&W. 
Sound.    .'S38.5().    VAF. 

Elementary  Schools;  Gen.  Science. 

•  Supervised  by  Dr.  Geiald  S. 
Craig,  Teachers  College,  this  film 
introduces  elementary  science  classes 
to  the  concept  of  how  animals  have 
become  adapted  for  food-getting  in 
order  to  survive.  The  film  deals 
with  such  special  ada]Jtaiions  as 
teeth,  claws,  beaks,  poison  mechan- 
isms, webs,  and  others.  Many  differ- 
ent examples  from  the  animal  king- 
dom are  shown.  Teacher's  guide. 
How  Animals  Defend  Themselves 
-  (10  min.)  BfLW  Sound  .S.18.50  V.\F. 

Elementary  Schools:  Gen.  Science. 

•  Produced  under  the  supervision 
of  Dr.  Gerald  S.  Craig,  Teachers 
College,  this  elementary  science  film 
deals  with  the  ways  in  which  animals 
have  become  adapted  for  protection 
against  other  animals  and  nature. 
The  general  concept  stressed  is 
ada|)taii()n  h)r  survival.  Many  ex- 
am])les  of  ]jrotection  and  defense 
mechanisms  are  shown  induding 
speed  and  agilitv.  tough  shells  and 
hides,  shai  p  daws  and  beaks,  camou- 
llage.  and  mimi(rv.  reacher's  guide 
included. 

How     .\nimals     Move—  (10     min.) 
15.,<.\\'.   Sound.    S;i8. ,")().    \.\V. 
Elementary  Schools:  Gen.  Sci. 

•  Another  in  the  elementary  sci- 
ence scries  supervised  by  Dr.  Gerald 
S.  Craig,  this  film  deals  with  methods 


in  which  animals  have  become 
adapted  for  moving  about  in  order 
to  obtain  food  and  escape  danger. 
It  points  out  various  methods  in 
eluding  wings,  fins,  number  of  legs. 
etc.  Teacher's  guide  imluded. 
Life  on  the  Western  Marshes— (18 
mill.)  Color.  N'.F.B.  of  Ci.  -^pplv 
for  price. 

Gc77.   Sci..   f:  ConseiTalion .   J,  S. 

C:  Clubs.  I.  .4. 

•  The  story  of  Ducks  Unlimited. 
and  its  work  in  rehabilitating  wild 
life  in  Canada  thiough  a  project 
involving  ovci  a  hundred  marshes. 
File  enemies  ol  dutks:  lire,  crows, 
jackfish,  and  rodents,  show  whv  onh 
three  out  ol  ten  ducklings  reach 
maturitv.  The  restoration  project 
to  remove  danger  of  botulism  and  to 
lestore  feeding  and  breeding  grounds 
is  described  and  includes  profuse 
shots  of  deer,  moose,  geese,  cranes, 
coots,  beautiful  slow-motion  studies 
of  ducks  settling  and  taking  off. 
No  Vacancy— (200  ft.)  Sound.  Color 
only,  540.00.    Hoist. 

Intermed.    Grades.    Jr.,    Sr.    High 
School:  Gen.  Sci.,  Biology. 

•  The  life  of  Herman,  the  battling 
hermit  crab.  ,\  micro-photographic 
study  of  the  habits  and  activity  of 
a  hermit  crab,  both  entertaining  and 
educational.  .\n  introductory  film 
designed  to  create  interest  at  the 
beginning  of  a  study  of  marine  life. 
Our  Animal  Neighbors  —  (10  min.) 
B.&.AV.  -Ha.OO;  Color  ^15.00.  Coronet. 

Xat.  Sci..  Prim.,  Interm.,  J.  H.S.: 
Biol..  S.:  Clubs  J.,  A. 

•  Good  color  photographv  and  nar- 
ration. Describes  in  a  highly  inter- 
esting way  the  habits  of  such  mam- 
mals as  cottontail  rabbits,  .gray  squii- 
rel,  fox  stjuirrel,  giound  squirrel  or 
gopher,  chipmunk,  field  mouse,  deer 
mouse,  shrew,  mole,  ami  bats. 

Pigs  and  Elephants  (10  iiiiii.) 
Sound.  B.&W.  ,S4.").00,  color,  S75.00. 
CIF. 

Primary.     I-.lcmoilary:     Gen.     Sci- 
ence. 

•  This  is  an  excellent  film  to  in- 
troduce foreign  animals  to  the  pupil 
through  biological  relationship  be- 
tween familiar  domestic  animals  and 
animals  of  other  lands.  Included 
arc  the  Babirusa  of  the  East  Indies, 
the  Wart  Hog  ol  .\lrica,  and  the 
Pigmy  Hippopotamus.  Intimate 
scenes    of    a    hip|)ojjotanius    and    its 


young  are  followed  by  an  unusual 
presentation  ol  other  pachvderms, 
I  he    Indian    and    .Alrican    elephants. 

Vegetable  Insects— (22  min.)  .Sound. 
Color,  SI.")0.()0:  rental,  S5.00.    IFB. 

Intermed..    fr..    Sr.    High    School: 

S(  ifiii  c. 

•  Much  ol  this  film  is  devoted  lo 
close-ujjs  of  some  of  the  coininon 
garden  pests  that  do  so  much  dam- 
age t(j  vegetable  crops.  Iheir  colcjis, 
markings,  and  eating  habits  are 
clearlv  shown  and  emphasis  is  laid 
on  how  each  specie  does  its  damage, 
and  how  each  may  best  be  destroyed. 
Some  helpful  insects  are  also  shown, 
and  modern  entomological  research 
is  desciibed. 

Produced  b\  the  Xational  Film 
Hoard  of  Canada  and  distributed  in 
I  lie  United  Slates  exclusiveh'  h\  the 
I nternational  Film  Bureau. 

Your  Ears- (10  min.)  B.&W.  Sound. 
S:iO.O0.    VAF. 

Intermediate  Grades,  Jr.  &  .Sr. 
High  School:  Gen  Sci.,  Health 

•  This  film  (adapted  tiom  the 
British  lilm  Your  Children's  Ears) 
explains  and  illustrates  the  struc- 
ture and  function  of  the  ear  and 
its  component  parts.  .Animation  is 
used  to  show  how  sound  waves  are 
received  and  transmitted  to  the 
brain  bv  the  ear.  Considerable  at- 
tention is  given  to  the  effects  of  colds 
u])on    the    human   ear. 

Voin-  Eyes— (10  min.)  B.S:\\'.  Sound. 
S.'iO.OO.  '  \.\¥. 

I  iilrrmediate  Grades,  Jr.  k.  Sr. 
High    School:    Gen    Science.   Health 

•  Live  action  and  animation  are 
used  successively  in  this  film  to  il- 
lustrate the  structure  and  function 
of  the  eye  and  its  component  parts. 
Diagrams  are  used  to  explain  cer- 
tain of  the  causes  and  correction  of 
nearsightedness  and  farsightedness. 
The  film  explains  how  the  eyeball 
is  protected  by  the  eyebrow,  eyelash, 
eyelid,  and  tears,  (.\dapted  from  the 
British   film   Your  Children's  Eyes)  . 

Your  Teeth-(IO  min.)  B.&W.  Sound. 
.S30.00.    VAF. 

Intermediate  Grades.  Jr.  S;  Sr. 
High   School:   Gen.   Sdencc.   Health 

•  This  film  illustrates  and  explains 
the  structure,  growth,  and  care  of 
the  teeth  bv  alternate  use  of  live  ac- 
tion and  animation.  Opening  sc- 
(juences  use  animation  to  show  how 


INVENTOR  V     2  4 


baby   tci'ih   arc   replaced   by   perina-  a  looth  decays  along  with  a  demon 

nent  tcetli.  The  structure  of  a  typical  stration  of  proper  brushing  methods, 

tooth   is   ilhistratcd  and   is  followed  (Ada])ted     from     the     British     lilm 

by  an  explanation  of  liow  and  win  Yoiii    CJiildri'ii's   Teeth)  . 

Advanced  ^Seiciic*e  Films 

(Hii^h   Sihool  and  College  level:  dho  see  I'tlmstrip  luj'eiitorx  section) 


AERODYNAMICS 

Airin  Aclion-(l  reel)  B.&W.  |45.00; 
dolor  ST'lOO.    Coronet. 

Interni..   jr..   Sr.   U.S.,  Col.:  Aero- 

n(iiiti( .s.  l'ti\.''i( s. 
•  This  lilni  demonstrates  the  scienci- 
ol  aerod\  naniics  h\  explaining;  sini 
pie  parlor  ti  i(  ks  in  terms  of  scientilic 
knowledge  and  aj^plication  of  that 
knowledge  to  ever)tla\  li\ing.  Air 
resistance  is  analyzed,  and  applica- 
tions to  connnon  experiences  are  ex- 
plained. An  interesting  sequence, 
filmed  in  the  giant  wind  tunnel  of 
the  Army  Air  Forces  at  Wright  Field, 
shows  air  currents  around  a  test 
model. 

Note:  Many  excellent  aeronautical  films, 
incUidiiif;  the  Biav  Series,  are  available  tor 
aviation  and  siieiue  class  use.  .See  regular 
catalogs    {Wilson,  etc.). 


BIOLOGY 

The    Life    Cycle    of    the    Mosquito 
-(12  mill.)    li&W.  .Sound.  5i43.  VAF. 

.Sr.    High    School.    College:    Coi. 

li i o logy ,  Etitoniology 

•  ;\  lilni  describing  the  life  c\i\v. 
siiiicture,  and  feeding  habits  ol  llu 
moscpiiio.  Opening  scenes  illuslraic 
characteristic  feeding  positions  ol 
the  Anophiline  and  Cidicine  nios 
([uitos.  Live  action  plus  animation 
is  used  to  show  the  anatomy  of  the 
mosquito.  Photomicrographic  scenes 
treat  in  detail  the  mosquito  egg,  the 
larval  and  pupal  stages,  and  iln' 
emergence  of  the  insect  from  ilu- 
piqial  case.  Teacher's  guide  inc  luded. 

Seashore  Oddities— (20  min.)    Color. 
.Sound.    SKiO.OO    VAF. 


ATOMIC    ENERGY:    Factual 

Atomic  Energy—  (10  min.)  $45.00. 
B&VV  sound.   EBF. 

/i.  .*<.•  Si.  Iligh  School,  College. 
.Ulull  gtoii !).•<:  Cen.  Sci..  Physics. 
Chemistry,  Social  Studies.  Problems 
oj  Dciiiocrucy 

•  This  film.  super\iscd  b\  Willard 
F.  Libby,  Ph.D.,  University  of  Chi- 
cago, and  other  ,\tomic  scientists, 
shows  by  \  i\  id  animation  the  basic 
iundamentals  of  atomic  energy.  It 
illustrates  how  hydrogen  atoms  can, 
through  nuclear  synthesis,  change 
to  heliinn  with  a  resultant  loss  ol 
radiant  energy,  the  source  of  the 
sun's  energy  on   earth.    It  discusses 

A    scene    fioni    ".■iloinic   Eiwriry" 


Background    and    Principles 

radio-activity  and  combustion  on 
the  atomic  level,  and  shows  how 
neutrons  can  bombard  the  uranium 
luicleus,  split  it,  and  effect  the 
chain  reaction  of  nuclear  fission. 
The  film  begins  and  closes  with 
llu-   liikini    atomic   bomb   test. 

Atomic  Power  -  (18  min.)  .Souiiti 
B.&VV.  $35.00  for  3  year  lease;  short 
term  rates  on  recjuest.  March  of 
Time    (Forum  Edition) . 

Intermed.,  Jr.  .SV.  H.S.,  Col.,  Adult: 

Science.  Social  Studies. 
•  This  lilm  traces  the  hisiorv  of 
atomic  power  from  the  early  days  of 
research  and  development  when,  in 
1905,  Einstein  proved  on  paper  that 
matter  could  be  converted  to  energ\ . 
The  dramatic  story  of  the  .Atomic 
bomb  is  faithfully  re-enacted  —  with 
Fermi.  Einstein.  Pegram,  Bush,  Co- 
nant,  and  others  recreating  on  the 
sueen  the  secret  roles  the\  played 
during  the  war.  The  film  also  shows 
how  llu-  men  who  fathered  this  revo- 
lutionarv  weapon  are  today  conduct- 
ing a  \  igorous  campaign  to  iin|)ress 
u|M)n  the  V.  S.  public  ils  full  mean- 
ing. 


"Tlie  Life  Cycle  of  tlie  .Miisquito" 

.Seashore  Oddities:  continued 

Jr.    K;    Sr.    High    School:    Science, 
liiology 

•  .\  scientilic  siiuK  ol  iiiaiiiu-  iiner- 
iibrau-  lile  h)Uiid  at  ilu-  seashore. 
Ibis  lilm  shows  mam  dillereiu  ani- 
mals in  (-acli  ol  loin  iiiipoiiant  phyla 
— ( oek-nierales.  et  hinodirms,  ai  thro- 
|)ods,  and  molhisks.  XO'I'K;  Due  to 
///(•  j(i(l  thai  leitain  rights  to  this 
III  III  iceic  sold  prior  to  the  lime  YAP 
(Kiepted  it  for  distrihution,  this  film 
is  not  (li'ailahle  from  YAP  in  Calif- 
ornia. Washington,  Oregon,  Idaho. 
Xei'dda.  I'tah.  .hizona,  and  Hawaii. 
•Seashore  Wonderland—  (10  min.) 
Sound.     Cioloi    oiih.    $75.00.     llolsl. 

/).,    .Sr.    High    School:    Cen.    S(i.. 
Marine  liiology. 

•  .\  mi(  ro-phot()gra|jhi(  siiuly  ol 
lu.niiu-  liir  lound  along  the  Pacific 
Coast,  with  a  sur\e\  of  the  varied 
and  .H-i-niing  lile  ihat  exists  in  the 
(xean.  .Minialiin-  niai  ine  forests  and 
innunR-iable  vaiiities  of  sea  crea 
lures  ordinarily  unobserved  in  theii' 
habiiai  are  i)roughi  to  ihe  screen 
in  lliis  inu-r<-sling  sliul\  ol  marine 
l)iol().!;\ . 

CHEMISTRY 

The    Halogens— (1    reel.)     Color, 
$75.00.    (Coronet. 
Clieni. 

•  Combiius  lal)oialor\  cknionslra- 
tioiis  and  lecture  techniques  lo  p:c 
sent  ihe  members  of  this  impoilanl 
group  and  llu-ir  pici|H-ilies.  lice  ami 
in  tlu-ii  (oinpoiiiuls. 
Oxygen- (1  reel.)  B.&W.  $45.00: 
C;olor,  $75.00.    Coronet. 

Chem. 

•  Surveys  the  properties  of  this  eli- 
ment  so  essential  to  the  support  ol 
life.  Laboratory  demonstration  de- 
velops the  characteristics  and  uses  of 
oxvgen  and  ils  (()m|)ounds,  and  their 
iiiqxjrtaiue  to  mankind. 

MORE  SCIENCE  FILMS  ON  NEXT  P.4C;E 


RXVlKUfXMI 


PW    TO 


CHOOS^>^?r*ND     USE  ..AUDIO-VISUAL;   TEACHmC    MATE/RIALS' 


mm 


ADVANCED  SCIENCE: 

Matter  and  Energy  —  (10  min.) 
Sound.  B.&VV.  S45.00,  color.  S75.0(). 
GIF. 

Jr.,  Sr.  High  School,  College:  Gen. 

Sci.,  Physics,  Chemistiy. 

•  Directed  to  beginning  students  ol 
science,  this  film  presents  the  basic 
concept  that  everything  in  the  uni 
verse  may  be  reduced  to  matter  and 
energy.  Matter  in  its  different  forms 
is  presented  and  elements,  com 
pounds,  and  mixtures  are  defined. 
Physical  and  chemical  changes  are 
explained,  as  well  as  the  laws  of  the 
conservation  of  matter  and  conser- 
vation of  energy.  The  reel  ends  with 
a  discu.ssion  of  atomic  energy  to 
serve  both  as  a  challenge  to  the 
student  and  as  a  basis  for  more  ad- 
vanced study.  Production  super- 
vision by  E.  C.  Waggoner. 

PHYSIOLOGY 

The  Human  Skin— (11  min.)  Sound, 
B.&W.  S50.00.  Rental.  $3.00  per 
day.    Bray. 

Sr.  High   School:   College:  Physi- 
ology. 

•  The  important  functions  and  the 
anatomical  structure  of  the  human 
skin  are  shown  by  abundant  animal 
ed  drawings  and  by  photography. 
These  include  the  layers  of  the  skin, 
its  growth,  its  oil  and  sweat  glands, 
its  nerves,  sense  organs,  and  blood 
supply.  The  effect  of  nerve  impulses 
upon  the  latter  is  demonstrated  and 
the  temperature  regulating  processes 
of  the  skin  fully  described  and  ex- 
])lained.  There  is  also  a  descriptive 
explanation  for  the  permanency  of 
lingeiprints.  Care  and  cleanliness 
are  urged  for  the  preservation  of  the 
natural  beauty  and  health  of  tin- 
skin. 

The  Human  Throat—  (II  min.) 
.Sound.  B.&VV.,  $50.00.  Rental,  $3.00 
per  day.    Bray. 

Sr.   High   School,   College:  Physi- 
ology. 

•  This  film  describes  the  human 
throat,  consisting  of  jjharynx  and 
larynx,  from  the  anatomical  and 
functional  aspects.  The  description 
of  the  pharynx  includes  its  general 
anatomy;  its  connection  with  the 
middle  ear,  nose,  and  esophagus; 
its  defense  mechanisms;  and  the  ton- 
sils   and    ciliated    epithelium.     The 


A  visiialtzaCtoti  jtoin  '  j  hf  Human   Throat" 

description  of  the  larynx  includes  its 
general  anatomy;  its  laryngoscopic 
aspect;  and  the  mechanism  operat- 
ing the  opening  and  closing  of  the 
riinal  opening  between  the  vocal 
cords  during  breathing  and  voice 
jjioduction,  including  an  actual  pho- 
tograph of  vibrating  vocal  chords. 
It  also  explains  and  demonstrates 
the  way  in  which  the  larynx  closes 
to  permit  the  passage  of  food  dui- 
ing  the  act  of  swallowing. 


Scene   front    "Kidneys,    L'relers   i-   Bladder" 

Kidneys,  Ureters,  &  Bladder  —(11 
min.)  Sound.  B.&W.  $50.00;  rental, 
.SS.OO  per  day.    Bray. 

Sr.  High  School,  College;  Physi- 
ology. 
•  This  film  on  the  urinary  system 
furnishes  a  description  of  the  im- 
portant anatomical  features  of  the 
kidnevs,   the  ureters,   and   the   blad- 


der. .\nimated  drawings  describe 
and  explain  the  functional  relation- 
ships of  the  constituent  parts  of  the 
system,  as  well  as  the  process  of 
urine  formation  and  the  elimination 
of  waste   matter. 

Our  Feet  (The  Human  Foot)- (11 
mill.)  Sound.  B.&W.  $50.00.  Rental, 
S3. 00  per  day.    Bray. 

Sr.   High    School,    College:   Physi- 
ology. 

•  This  film  deals  with  the  function- 
ing and  the  construction  of  the  foot 
as  a  means  of  propulsion  of  the 
human  body  and  as  a  bearer  of  its 
weight  in  its  unique  upright  posi- 
tion. Skeleton,  ligaments,  and  mus- 
cles of  the  foot  are  described  in  the 
plainest  possible  terms.  The  con- 
struction and  the  functioning  of  the 
longitudinal  and  transverse  arches 
are  explained,  and  stress  is  laid  on 
their  soundness.  The  movements  of 
the  foot  are  considered  in  detail 
and  this  is  followed  by  an  analysis 
of  the  walking  step,  showing  the 
mechanism  of  shifting  weight  sup- 
port and  propulsion.  Particular  at- 
tention is  called  to  the  influence  of 
sound  feet  upon  the  general  health 
of   the   individual. 

Other  Science  Films 

♦  Several  excellent  science  films  arc- 
available  on  loan  request  from  the 
libraries  of  Westinghouse,  General 
Electric,  American  Telephone  JL- 
Telegraph,  Dow  Ghemical  and  other 
industries.  Many  of  these  are  avail 
able  through  the  distribution  facili 
ties  of  Castle  Films  and  Modern 
Talking  Picture  Service,   Inc. 

While  this  New  Materials  Inven 
tory  does  not  include  such  sponsored 
films,  listings  and  reviews  of  desii 
able  classroom  materials  will  appeal 
in  regular  issues  of  See  &  He.ar  each 
month  in  this  school  vear. 


Sports,  Physical  Education 

♦  A  new  publication  of  excellent 
usefulness  to  the  physical  education 
teacher,  coach  and  athletic  director 
is  the  Sports,  Physical  Education  and 
Recreation  Film  Guide  recentlv  is- 
sued as  a  joint  publication  effort 
of  The  .Athletic  Institute,  Inc.,  and 
the  Editors  of  Business  Screen. 

More  than  800  IGmm  sound  mo- 
tion pictures  and  filmstrips  are  con- 
cisely listed  in  this  first  edition. 
Archerv,    badminton,    baseball,    bas 


and  Recreation  Film  Guide 

ketball,  football,  golf,  hockev.  jai 
alai,  lacrosse,  fishing,  riflery,  horse 
manship,  swimming  and  diving,  and 
vviestling  are  among  the  full  field  ol 
sports  included.  Sources  of  all  sub- 
jects, whether  for  loan,  rental  or  out 
right  purchase  are  given,  together 
with  salient  facts  about  length,  color, 
and  significant  content  material. 

Copies  of  the  Sports  Film  Guide 
may  be  obtained  from  The  .Athletic 
Institute,  Inc.,  209  .South  State  Street 
at  the  single  copv  price  of  50c  each. 


INVENTORY     26 


Athletics  &.  PhTisieal  Education 


(Also  set'  Keeping  ill  section   ni 

B  A  S  E  B  A  L  L 

llascbiill:     Ciiitching     Fundamentals 

—(10  niin.)    $45.00  Coronet. 

Phys.  Ed.,  J.,  S.,  Col. 
*  The  film  is  (li\icled  into  two  paiiM 
(.Itching  Inndainentals  include 
>tanrf.  footwork,  signals,  tagging 
iimnci  at  home,  and  fielding  bunts. 
The  second  ])ait.  game  strategx.  in- 
cludes throwing  to  first,  second,  oi 
thiid  to  prevent  steals,  fielding,  and 
])re\entiiig  a  double  steal.  Slow  and 
stop-motion  tethiiiciues  are  included. 

Below:  "Catching  Fundamentals"  are  made 

iv'i'/rf/v  rlrnr  in   this  sdinid   iiiotinii   pirlnrr. 


Baseball  Series:  3  films.  10  min. 
each.  S-45.00  per  film.  B.&rW.  sound. 
EBF. 

Into  nicdiule     Gradr.s.     Jr,    k    Sr, 

High    School;    Physicnl    Ediiailiou. 

Health,  Spoil. 

•     This     series     of     three     baseball 

training   iWms— Hitting   in   Baseball. 

Throwing   in    Baseball,   and    Catch- 
er 

irtg  in  Baseball,  —  is  designed  for 
bo\s  in  the  intermediate  grades.  Jr. 
and  Sr.  High  School,  coaches  and 
all  others  who  are  interested  in  the 
game.  Thev  illustrate  the  basic 
fundamentals  of  the  national  pas- 
Fihns  to  help  us  leach   baseball  lerhniqne. 


^itfmmmmilBSiL. 


l-'ilmstrip  Inventory,  Page  33) 

time.  Authentic  pictures.  demon- 
Mi  and  l)\  the  Hollywood  (Cali- 
lornia)  Stars  team,  they  show  the 
standard  accepted  methods  of  bat- 
ting, throwing  and  catching.  The 
entire  series  was  produced  under  the 
supervision  of  Norman  Sper,  noted 
sports  writer,  with  the  collaboration 
of  Jinim\  Dykes  and  Hollis  Tliurs- 
toii.  well  known  baseball  manager 
and  coach  respecti\ely. 
Batting  Fundamentals—  (10  min.) 
Sound.  Ii..<i.-\V.  S45.00,  color,  S75.00 
GIF. 

Sr.  Higii  School,  College:  Physical 

Education 

•  .\n  accom])lished  hitter  must  mas- 
Ki  basic  skills— the  selection  of  a 
liai.  the  stance,  the  grip,  the  stride, 
iliL-  swing,  the  follow-through,  and 
bunting.  In  this  film,  each  is  dem- 
onstrated clearly  and  professionallv 
by  players  noted  for  their  correct 
form.  The  production  was  super 
\  ised  by  James  Smilgoff.  Instructor. 
C^hicago  Cubs  Training  C^anijx  and 
Instructor  of  Baseball.  Chicago  Pub- 
lic Schools. 

Play  Ball,  Son- (17  min.)  BS;\\' 
Sound  S80.  B&W  Silent  (IJ  in.) 
.S30.  Both  niounted  on  one  leel. 
SI 00.  YAF 

Jr.    k   Sr.    High    School:    Physical 
Ed.  and  Sports 

•  This  sports  film  is  based  on  a 
book  of  the  same  title  by  Bert  \'. 
Dimiie;  covers  correct  techniques. 

SOFTBALL 
Softball  Fundamentals— (13  min.) 
B&.AV  .Sound.   S-ir,   \.\¥ 

Intermediate     (hades,     Jr.     High 
School:  Phxsical  Ed.,  Sports 

•  A  demonstration  film  designed  to 
teach  the  individual  techniques  of 
playing  Softball,  using  junior  high 
school  girls  as  the  pla\ers.  The  film 
illustrates  the  techniques  of  batting. 
I  browing,  pitching,  running  bases, 
and  fielding,  and  is  especially  not- 
able for  its  demonstration  of  ilie 
ease  with  which  students  can  master 
the  correct  fundamentals  of  play. 

FOLK  &  SOCFVL  DANCING 
The  American  Square  Dance— ( I 

uch  h.kW.  S45.00:  Color  S75.00. 
Coronet. 

Interm.,Jr.,Sr.  H.S.,  .idiilt:  Clubs. 

Phys.  Ed. 

•  reaches   the   captivating   patterns 


of  .America's  belo\ed  folk  dances. 
From  the  "Alemande  Left "  to  the 
"Do-Si-Do"  this  film  demonstrates 
the  fundamentals,  and  then  com- 
bines them  in  a  closing  performance 
of  the  tradiiioiKil  "Take  .\  l.iitk 
Peek." 

Social  Dancing  —  (1  leel)  H.JLW  . 
C^olor  $75  Coronet 

Inlerm,  Jr,  Sr  HS.  .-{dull:  Clubs, 
(hiidance,  Phys.  Ed. 

•  Teaches  the  basic  routines  of  the 
wait/  and  foxtrot,  introducing  ele- 
mentary dance  classes  to  the  funda- 
mentals of  a  valuable,  pleasurable 
M)cial  grace. 

STUNTS  &  TUMBLING 
Simple  Stunts—  (10  min.)  Sound. 
B.S:\V.  .S45.00,  color,  375.00.    CIF. 

Elementary,  Jr.,  Sr.  High  School. 

Teacher  Training:  Physical  Ed. 

•  Produced  to  meet  the  needs  loi 
gioiip  activities  rec|uiring  little  oi 
IK)  ec|uipment.  this  film  presents  sini- 
|)le  stunts  under  three  classifications: 
Stunts  for  Strength— push-ups,  one- 
arm  dip.  measining-worm  crawl,  and 
crab  walk:  Stunts  for  Skill— turk 
stand,  double-heel  click,  top.  jump- 
ing jack,  wicket  walk,  kneeling 
jumjj.  single  scpiat.  and  the  human 
ball:  Stunts  with  Sticks  —  various 
stunts  with  an\  kind  of  a  smooth 
stick.  Safetv  precautions  are  empha- 
sized throughout  the  film.  Su])er- 
vised  by  Otto  Ryser,  Physical  Train- 
ing Instructor,   Indiana  U. 

Tumbling  Series— 3  Sound  Films,  10 
min.  each.  B.&VV.  $45.00  per  film, 
color.  S75.00  per  film.    CIF 

Elementary.  Jr,  Sr.   High   School. 

College;  Physical  Ed. 

•  This  series,  supervised  b\  Dr. 
Karl  \V.  Bookwalter  and  Otto  Rvser 
of  Indiana  Universitv.  includes  3 
titles:  Beginning  Tumbling.  Inter- 
mediate Tumbling,  and  .idvanced 
Tumbling.  'Fhe  films  provide  effec- 
tive   instructional    procedure   which 


I  N  \    E  N  T  O  R  V 


PW    TO    CHOOS^>^ND    USE  .AU  D  lO-V  ISUAL   TEACHING    MATE/RIALS' 

I,  ■*  ■  1      ■       .*;  ■'       .  .'^'-    / 


PHYSICAL   EDUCATION 

Tumbling  Series:  continued 

Lcononii/es  in  ilic  use  ol  lime  and 
equipment  and  covers  the  essentials 
of  this  increasingly  popular  sport. 
Stunts  are  demonstrated  singly  and 
in  combination,  with  constant  em- 
phasis on  safet\  precautions.  The 
last  two  in  the  series  are  not  recom- 
mended for  elementary  schools. 

SOCCER 
The  Great  Game  Soccer— (23  miii.) 
.137.50:  rent,  $2.    lilS. 

,/)■.,  Sr.  H.S.;  Ctvtrs,  Phys.  Ed.,  Sor. 

Stitdies,  Social. 

•  All  over  Britain  men  from  fac- 
tories and  offices  spend  their  Satur- 
<ia\s  playing  soccer,  their  favorite 
sport.  Children  play  it  in  fields, 
school  yards  and  streets.  Profession- 
als ex])lain  the  tactics.  Cup  compe- 
titions provide  crowds  and  excite- 
ment. 

Soccer  For  Girls— (10  min.)  Coronet 
.S45 

Phys.  EdiK ..  I .  I.  S.  C:  Teacliitig, 
C:  Clubs,  J.  A 

•  The  fundamental  skills  ol  the 
soccer  game  as  played  by  a  group 
of  girls  is  shown  through  the  use 
of  slow-motion  and  regular  photog- 
raphy. The  fundamentals  of  the 
game  arc  illustrated  first  among  in- 
rii\i(lii.il  players  and  then  as  a  part 
ol  team  play.  The  skills  include 
dribbling,  trapping,  kneeing,  tack- 
ling, punting,  kicking,  and  the  spe- 
cific privileges  of  the  goalie.  Com- 
pletely understandable  and  well  exe- 
( uted. 

Sitting  Right- (10  min.)  .S15.00 
G.F.&W. 

Jr.  Sr  HS:  Phy.s.  Kd.,  Home  luou . 
(iiiidritnr,  Clubs 

•  A  fine  altitude  approach  lo  the 
problem  ol  posture  among  teenagers 
and  upjjer  high  school  age  group. 
A|)proa(hed  from  a  non-preaching 
standpoint,  but  rather  from  the  ef- 
fect of  good  posture  on  one's  general 
social  prcseiue.  .Should  be  appeal- 
ing to  e\eii  the  most  pseudo-sophis- 
ticated youth.  Non-technical  a])- 
proach. 

s  w  I  M  M  I  N  c; 

Springboard  Techniques —  ( 1  reel.) 
B&W  %\'-i:  Color  .S7.")  (Coronet 

Intertn.    jr.    Sr    HS.    Col.    Adull: 
Phys.  Ed. 

•  "The  Forward  and  Batkwaid 
Lifts"  .  .  .  demonstrates  the  propci 
use  ol  the  board,  essential  to  skiiilid 


di\ing.  Stoj)  and  slo\\'  motion  ana- 
l\/e  in  detail  lifts,  tucks,  somersaults, 
and  other  skills. 

TENNIS 

Fundamentals  of  Tennis—  (20  min.) 
H.R;W.  Sound.    $60.00.    \.\¥. 

Jr.,  Sr.,  Hgh  School,  College: 

Physical  Ed..  Sports. 

•  In  this  lilin,  Donald  liudge, 
( iiampion  tennis  player,  illustrates 
and  discusses  the  technicjues  of  good 
tennis.  Using  slow  motion,  repeti- 
tion, and  careful  camera  technicpie, 
I'ludge  analyzes  and  explains  the 
backhand,  forehand,  and  service 
strokes.  \'aluable  for  both  begin- 
ning and   achanced   players. 

TRACK    &    FIELD 
Tiack  And  Field  Sports  Series— (10 
films)    BkW  Sound,  Apph  for  Price, 
U.VV.F. 

Sr.   High   School.    College:    Physi- 
cal Education. 

•  This  series  of  training  films  was 
produced  with  the  co-operation  of 
the  United  States  Olympic  Associa- 
tion, and  was  supervised  by  Boyd 
Comstock,  world-famed  Vale  and 
University  of  Southern  Calif.  Olyni- 
|iic  coach.  Extensive  research  into 
coaching  methods  went  into  the  pre- 
paratory stages  of  these  films,  and 
care  was  taken  to  select  athletes  ol 
\arying  degrees  of  ability  and  of 
differing  build,  so  as  to  make  the 
lessons  as  widely  applicable  as  pos- 
sible. More  than  forty  ranking 
iimateur  athletes,  all  of  Olympic 
caliber,  participated  by  specific  ar- 
rangement with  the  AAU.  Titles 
include:  Sprints.  Middle  Distances, 
One  and  Two-Mile  Runs,  Hurdles 
(high  a7id  Unv) ,  Relays,  High  Jump, 
Broad  Jump,  Pole  I'auU.  Shot  Put. 
and   Disi  us-far'elin. 


S A  FETY    PICTURES 

Playground  Safety- (1  reel)  B.&W. 
.S-IS.OO;  Color,  S75  Coronet. 

Prim,  Interm,  Jr  HS:  Clubs,  Psych, 
inul  Teadiing,  Safety 

•  Implants  the  basic  safely  rules  of 
the  playground  by  \ividly  contrast- 
ing the  fun  of  the  safe  play  space 
with  the  painful  consequences  of  the 
unsafe. 

Safety  Begins  at  Home— (10  min.) 
R.k\V.  Sound  $30.00  VAF. 

Elementary  Schools;  Safety  educa- 
tion 

•  This  him  produced  under  the  su- 
pervision of  Dr.  Herbert  Stack,  New 
York  University  Center  for  Safely 
Education,  depicts  the  important 
home  safety  principles  applying  to 
children,  showing  typical  safety  haz- 
ards found  in  the  home  and  how 
to  a\oid  them.  The  film  is  built 
eniiicly  around  the  acti\ities  of  chil- 
dren of  elementary  school  age. 
Teachers  guide  included. 

Safety    To    and    From    School  — (10 
min.)    B.&W.  .Sound.  $30.00  VAF. 
Primary  Grades:  Safety  Education 

•  This  film,  also  super\ised  by  Dr. 
Herbert  Stack,  New  York  Uni\ersity 
Center  for  Safety  Education,  pre- 
sents safe  practices  in  going  to  and 
from  school  in  urban  and  city  areas, 
and  describes  the  correct  ways  of 
crossing  streets  through  a  series  of 
real  and  simulated  traffic  conditions. 
The  film  is  built  around  the  experi- 
ences of  two  primary  grade  children 
who  jiractice  these  safety  rules  at 
school  under  the  guidance  of  their 
teacher  and  then  carry  them  out  on 
their  wav  home  from  school.  Teach- 
ers "iiide  included. 


HIGH    SCHOOL   STUDENTS   LEARN 

Bow-ling    Fundamentals— (15    min.)       Inc. 
Sound    BR:\V,   Apply   for   Price,   TF 


ABOUT    BOWLING 


.Sr.  High  School:  Physical  Ed. 

•  This  film  presents,  in  terms  of 
ihc  high  school  student,  the  first 
principles  w-hich  should  guide  the 
boy\ler.  These  include  the  selection 
of  the  ball,  the  stante,  the  ajiproach, 
the  delivery  and  lollow-ihrough, 
and  direction.  The  film  should  ser\c 
not  only  to  illustrate  the  proper 
means  of  carrying  out  these  rudimen- 
tary ]jrinciples  but  also  act  as  a  stim- 
ulus for  further  participation  and 
ex])iiiincnl. 


INVENTORY     28 


FILMSTRIPS  &  SLIDES 

Group  One:  The  Social  Studies 


Pe€»|)l<v«^  t»l*  the  Wf^rlfl 

THEIR  BACRC.ROrXDS   •   (LLTL'RES   •   CIKSIOMS   •    AM)  WORK 

Our  I'nited  States 


California's   Monterey   Peninsula   — 

Set  of  20  2x2  slides.'  Color,   $11. 00 

PP\S. 

I'inii..     I iilci  nicd.,     jr..    Sr.     U.S., 
Col..  Adult:  Gcog..  CU'ol..  Xiil.  Sci. 

•  1  he  Montcrcv  Peninsula,  located 
111!  the  California  coast  about  125 
miles  south  of  San  Francisco  was 
lust  disco\ered  i)\  I  lie  Portuguese 
tiaxis^ator,  Cabrillo,  in  1')I2.  ll  Avas 
later  \isiie(l  and  named  l)\  the  Span- 
ish e\[jlorer,  \'i/cain(),  in  H)02.  It 
has  been  famous  since  as  the  center 
of  Spanish  activities  in  California 
and  later  for  its  great  di\ersitv  of 
natural  beaiuy  and  historic  interest. 
Stu(l\    (.iiide  included. 

History  of  the  .American  People 
Series—  (5  recent  additions— approx. 
(iO  Irames  per  strip)  B.R:W.  $2.00 
pel   stlij).    SVE. 

I  utcrmediate.    Jr.    and    Sr.     Hiy^li 

S(h()f>l:  History. 

•  I  liesc  fi\e  new  stri]js  have  ex- 
jianded  S\'E's  History  of  the  .\nieri- 
can  People  Scries  so  that  it  now 
(i)\eis  the  \ears  fioiu    I  l'.>2  to   lOKi. 


ifjj^.iOTiiriffriiffl^tWiTaii^p^ 


LiL,     f^' 


I  lii\  tm^it  stfue  at  titruitiima  /.v  fiufit 
"lloi/f/  liar  II:  Overseas  in  the  "Histoiy 
(if    llir    .iniirinni    I'rdfile"    filnislrip    series. 

The  recent  additions  piesent  llie 
1918-I94f)  period,  .\utheniic  pii 
tures  from  official  sources  residt  in 
a  com|)rehensi\e  record  of  conieni- 
porar\  historx.  Original  niajis. 
charts,  and  diagrams  are  used  ex- 
tensiveb  tn  simjjlify  and  illusiiatc- 
sucii  111,11  lets  as  go\ernnient  legis- 
lation and  pi)lic\.  geographic  le- 
latioiisliips  and.  in  the  case  ol  the 
War  strips.  ])liases  ol  tactical  de- 
\clopnients.  1  he  subtitles  in  each 
filmstrip  sci\c-  not  onh  as  a  com- 
pact historical  outline,  but  also  as 
a  natural  spi  in<ii)oaicl  lor  discussion. 


lilies  included  in  tiiis  series  are: 
I'rosjxnity  and  Dejnession  1921-1933 
riic  New  Deal  Era  1933-1941 

lorriiiii   Poli<\   l')IS-l')tI 
World   War  II.  I lomcjronl 
1 1  in  III   W  in    II.  (h'crseas 

hiclusiiial    Geography   Series  —  New 

Adclilioiis  (2  filiiistii|)s— 1!  Iramcs 
each)    lifsW.  S±m  cadi.  ,S\  E. 

i.liincntar\      Cradcs.      [r.      His^h, 

lli'^li   S(liool.  S(>(.   Ceo. 

•  I'hese  two  strips,  h'ishrrmen  of 
( ,loiii  rstrr—.ll  Hoinf.  and  h'isher- 
nirn  oj  Cloiii  cslri  nl  Srn,  which 
(omprises  a  new  addition  to  the 
S\  !•  Indusiiial  (ieographical  Series, 
alldid   an   etlecli\e   \  isuali/alion    not 

J     •■>  '  >''      li""i    "  Fistiennrn    rtf    (tjntti  ester." 


As  the  day  closes,  the  fishing  . 
snugly  d(x:ked  in  harbor. 


INVENTORY     29 


OW    TO    CHOOSE-^'NO    USE  .AU  D  lO-VISUAL   TEACHING    M  ATE/FCIA  LS^ 


OUR  UNITED  STATES: 

Industrial  Geography  Series:  cont'd. 

only  of  the  town  of  Gloucester,  fam- 
ous in  American  history,  but  also  of 
the  life  and  work  of  the  world- 
renowned  Gloucester  fishermen.  In 
the  first  strip  the  pictures  are  ac- 
companied by  well-chosen  captions 
jjroviding  an  introduction  to  the 
town  and  showing  the  fishermen's 
preparation  for  a  voyage  off  the  New- 
England  Coast.  The  second  pictures 
the  crew  working  at  sea.  concluding 
with  their  return  to  port  and  the 
sale  of  their  catch. 


A  scene  Irani  "Life  uf  llic  Eskimo" 

University  .Museum  Educational  Ex- 
tension Series—  (lilnistrips— approx. 
50  frames  per  strip)  BS:\V.  .'S2.00 
each.    SVE. 

Elementary  (jrades,  Jr.  c"  Si.  Hinli 
School;  Soeiology,  Geography. 

•  These  two  strijxs,  Life  of  the 
Plains  Indian,  and  Life  of  the  Eski- 
mo, part  of  the  series  sponsored  by 
I  he  l'iii\ersity  Museum,  Philadel- 
|)ln:i,  I'h..  have  been  completelv  rc- 
\  isc'd  and  re-edited  by  the  deparl- 
mcuial  staffs  of  the  Museum.  The 
\asi  piriorial  and  factual  resources 
<>l  this  famous  instil lU ion  ha\c  i)ecn 
eiiiplo)ed  in  the  ]jrodu(tinii  of  tluse 
authoritative  strips.  Life  of  the 
Eskimo  includes  such  subjects  as 
clothing,  shelter,  handicraft,  and 
means  of  li\elihood.  The  Life  of  the 
Plains  Indian  records  the  native 
dwellings,  clothing.  go\ernment,  rec- 
reation,  and  religion. 

The  Westward  Expansion  of  the 
United  .States  -  7  filmstrips,  250 
frames,  Color,  $33.50  a  set,  $5.75 
each.    Curriculum  Films.  Inc. 

Jr.  Sr  H.S.:  History.  Sm .  Studies. 

Soc. 

•  Seven  full  color  fthnstrips  de- 
veloping the  story  of  the  growth  of 
I  lie   United   States   from  a   series  of 


tiny  settlements  on  the  Atlantic 
coast  to  a  great  nation  that  spans 
the  continent.  The  basic  forces  be- 
hind this  expansion,  the  nation's 
geography,  and  the  processes  of  ac- 
c|uisition.  Filmstrip  titles:  1.  Origi- 
nal Thirteen  States:  2.  Northwest 
Territory;  3.  Louisiana  Purchase 
and  Florida;  1.  Texas;  5.  Oregon 
Territory:  6.  Mexican  Cession  and 
Ciasden  Purchase;  7.  Alaska.  Teach- 
er's Manual. 

Other  Lands 

A  Day  In  The  Past  Series—  (9  film- 
strips  —  approx.  34  frames  each) 
B  &:  W'.,  .\pply  for  Price,  T.  F.  Inc. 

/)■..  .S).  High  School;  Social  Studies. 

History. 

•  This  series  of  filmstrips  gives  the 
student  a  focal  point  for  contrast 
between  daily  life  in  modern  and 
historical  times.  Each  strip  follows 
the  dailv  activities  of  a  people  in 
order  to  create  an  understanding  of 
till'  haijjts  and  customs  of  historic alh 
iiiipoi  taut  periods.  These  |)ictures 
not  only  offer  the  student  an  opjjor- 
tiinity  to  become  familiar  with  the 
daily  lives  of  ordinary  peoples  in 
ancient  and  medieval  times,  but  also 
give  the  teacher  a  carefulh  detailed 
and  documented  series  from  which 
she  may  select  for  emphasis  any  part 
best  suited  to  the  curriculum  needs. 
Titles    include:    A    Day   In    .-indent 

Egypt,  Growing  Cp  In  .indent 
Egypt,  A  Day  In  .Ancient  .ithens. 
CroiL'ing  Up  In  .Indent  Greece. 
Growing  Up  In  .Ancient  Rome,  Life 
In  Ancient  Rome.  Life  hi  A  Medie- 
val City,  and  Life  in  Feudal  Times. 
Dolls  of  Many  Lands-Set  of  32  2x2 
slides.    Color,  $16.00.    PPVS. 

Intermed.,    Jr.,    Sr.    H.S.,    Adult; 

Art,  Clubs,  Hist. 

•  Pictures  dolls  depicting  historical, 
fictional,  mythical  and  religious 
characters  in  the  costumes  of  their 
lands  and  era.  Study  Guide  in- 
( hided. 

Farming  in  China— Set  of  Hi  2x2 
slides.    Color,  .$9.60.    PPVS. 

Prim.,    Intermed.,    Jr.,    Sr.    H.S.. 

Agric,  Geog.,  Geol. 

•  Deals  principally  with  C;hina's 
most  important  crop— rice.  Rice  ter- 
races, the  farmers  at  work,  trans- 
planting rice,  water  wheels,  harvest- 
ing rice,  rice  straw  shocked  up  to 
drv  are  included.    Study  Guide. 


Foreign  Geography  Series—  (recent 
addition)  filmstrip— 43  frames.  B8:^V. 
S2.00.    SVE. 

Intermediate,  Jr.  ir  Sr.  High 
School;  Geography,  Sociology. 

•  Rural  Ukraine  is  the  newest  film- 
strip  in  SVE's  Foreign  Geography 
Series  and  contains  pictures  taken 
during  the  latter  part  of  World  War 
II.  Scenes  deal  mainly  with  the 
rural  sections  of  the  land— the  agri- 
cultural methods  of  the  farmers,  vil- 
lage life,  and  typical  Ukrainian 
homes. 

Picture  Reference  Library  Series  — 

(15  filmstrips  —  approx.  22  frames 
each)  B.&;\\'.  Manual  with  each 
strip.  $2.50  per  strip,  or  $37.50  per 
set  of  15.  35mm,  ICPP. 

Elementary,  Intermediate;  Social 
Studies,  History,  Geography,  Com- 
merce. 

•  This  series  of  filmstrips  provides 
an  excellent  basic  library  for  class- 
room uses  of  many  kinds.  Each  strip 
is  accompanied  by  a  manual  and  the 
carefully  prepared  text  for  the 
frames  is  printed  for  individual  pu- 
|m1  use.  Titles  include:  Early  Civi- 
lization, Ancient  Rome,  Ancient 
Greece,  Knighthood,  Voyage  and 
Discovery,  Americans  All,  The  Farm, 
Christmas,  Colonial  America,  Pio- 
neer Days,  Indian  Life,  Community 
Life,  Man  on  Record.  Clothing  and 
Textiles,  and   Transportation. 

Yucatan  Series  —  (3  filmstrips  —  43 
frames  each)  B&W'.  S2.50  per  strip 
i  IK  hiding  manual.    SVE. 

Intermediate.  Jr.  ir  Sr.  Higl/ 
Sdutol;  Sociology,  Geography. 

•  This  series,  including  the  titles 
.Mayn  Cities  of  Yucatan.  Yucatan 
Countryside,  and  .Merida.  Yucatan. 
was  prepared  by  Robert  Stanton, 
noted  author,  lecturer,  and  traveler. 
The  manual  accompanying  each  film 
is  based  on  the  author's  detailed 
study   of  this   region    and    affords   .i 

Yiicalnn's  ancient   cullure   I'isualizcd 


.  r'vjm^ 


INVENTORY     3  0 


OTHER  LANDS: 


Yucatan  Series:  continued 

wealth  ot  backgrouiul  iiiatcrial. 
M(i\(i  C.llii's  of  Yucatan  presents  a 
MsiKil  ictDid  t)l  ancient  Maya  build- 
ings. tcnipUs,  and  pNianiids.  In  tlu' 
CouJilrysidc  snip  tliL-  life  and  work 
ot  the  Mayan  villagers  are  pictured, 
while  Mcrida,  1  lualan  shows  (on- 
trasts  between  the  old  and  the  new. 

Transpor  tat  ion 

How  Man  Travels— 10  hlnisirips, 
i(_)l()r,  51  ,'<.'>..') (I  a  set;  $3.95  each,  Ciir- 
riciiliun  lilins,  Inc. 

Enii.  Larii!.  Arts,  Readiuo   Reacli- 

ness,  Sue.  Studies. 

•  Ten  iihnstrips  in  natural  color 
showing  \ehicles  and  transportation 
machines  used  in  man's  daily  work. 
Designed  tor  social  studies  in  pri- 
mary grades,  with  graded  vocabulary 
b\  Ruth  Quinn.  Titles:  1.  Airplanes 
at  Work.  2.  Harbor  Craft  at  Work, 
3.  Ocean  Ships  at  Work,  4.  Passen- 
ger Trains  at  Work,  5.  Freight  Trains 
at  Work,  6.  Locomotives  at  Work. 
7.  Buses  at  Work,  8.  Trucks  at 
Work,  9.  Trailers  at  Work,  10. 
Roadbuilders  at  Work.  Teacher's 
manual. 

Transportation  and  Communication 
Series  —  (1  lilmstrips  —  approx.  45 
frames  per  strip)  B.&W.  .$10.00  set 
of  4,  or  $3.00  each.   YAF. 

Intermed.  GradeSjJr.  High  Scliool: 
Social  Studies,  Commerce. 

•  This  series  of  four  filmstrii)s  re- 
views the  historical  de\elopmeiU  ot 
various  modes  of  transportation  and 
communication,  and  points  out  the 
value  of  each.  Designed  to  be  used 
independently  or  in  conjunction 
with  the  Y.AF  film  Our  Shrinking 
World.  Titles  include:  History  of 
Land  Transportation,  History  of 
Water  Transportation,  History  of 
Air  Transportation,  and  History  of 
Communication.  Teacher's  guide 
included. 

"History    iif    Water    Trans jmrtaliori"    (SVEl 


Transportation  Series  —  (Filmstrips, 
approx.  65  frames  per  strip)  B.&VV. 
S2.00  each.    SVE. 

Elementary,  Jr.  High  School: 
Commerce,  Transportation,  Hist. 
•  This  series  of  Iihnstrips  covers  the 
three  main  divisions  of  transporta- 
tion: air,  land,  and  water.  The  film 
strips  within  eacli  di\  ision  have  been 
organized  to  make  clear  ttie  develop- 
ment from  simple,  primitive  modes 
ol  transiJortation  to  the  eflicieiu  aiitl 
(ompiex  modes  ot   modern  limes. 

.\nother  basic  objective  of  this 
series  is  to  show  that  the  progress 
of  civilization  has  been  closely  re- 
liected  in  the  history  of  transporta- 
tion. The  advice  anci  co-operation 
ot  various  branches  of  the  ttanspf)i 


tation  industry   have   made   this  se- 
ries   both    authoritative    and    up-to- 
date.   It  includes  the  following  titles; 
History  of  Land  Transportation 
Land    Trans  f)ortalion— Automobile. 

Bus,  and  Truck 
Land  Transportation— Highways  and 

Bridges 
Railroad  Transportation— Freight 
Railroad    Transportation— Passenger 
History  of  Water  Transportation 
Water  Transportation— Native  Craft 
Water     Transportation    —    Rivers, 

Lakes,  and  Canals 
Water  Transportation— Freight 
Water    Transportation— Passenger 
History  of  Air  Transportation 
A ir  Tra nsportat ion  —Freigh I 
Air   Transportation— Passenger 


The  Arts 

Reading  Keadine»iK 

Primary  Reading— 10  units  of  12 
slides  each.  Color,  $15.50  per  unit, 
K-V. 

Reading  Readiness. 

•  Stories  of  Little  Black  Sambo, 
Three  Little  Pigs,  Peter  Rabbit, 
Three  Bears,  Gingerbread  Boy, 
Three  Billy  Goats,  Ugly  Duckling, 
First  Thanksgiving,  Bobbie's  Christ- 
mas, Cinderella. 

Reptiles  of  the  United  States— Set  of 

32  2x2  slides.    Color,  $17.60,  PPVS. 

Prim.,    Intermed.,    Jr.,    Sr.    H.S., 

Col,  Adult;  Biol.,  Clubs,  Nat.  Sci. 

•  Typical  desert  areas  are  pictured 
in  addition  to  more  than  20  species 
of  reptiles.  Identilication  list  is  in- 
cluded giving  both  common  and  sci- 
entific names. 

Row,  Peterson— SVE  Reading  Readi- 
ness Textfilms  Series—  (7  filmstrips) 
B.&W.  $2.00  strip.  SVE  and  Row, 
Peterson  Co.,  Textbook  Publishers. 
Elementary;    Readitig    Readiness. 

•  Early  in  1946  S\'E  announced  a 
program  of  textbook-filmstrip  cor- 
relation in  co-operation  with  out- 
standing publishers  of  textbooks. 
Some  of  these  films  are  now  ready 
loi  (IJMribiition,  and  others  are  still 
in   production. 

The  Row,  Peterson— SVE  textfilms 
listed  below  are  made  to  correlate 
with  the  Alice  and  Jerry  Basic  Read- 
ers and  the  Basic  Science  Education 
programs  of  the  Row.  Peterson  Com- 
pany. Although  the  filmstrips  were 
made  especially  for  use  with  a  given 
hook  or  program,  the  same  material 


o£  Living 

can   also   be   used   with   other   basic 
texts.    Those  available  lor  immedi- 
ate delivery  include; 
Tell  Another  Story—  (64  frames) 

•  I  his  strip  opens  with  utilization 
hiimes  for  the  teacher;  it  is  intended 
that  tfie  children  retell  the  stories 
by  using  the  pictured  clues.  Other 
objectives  of  the  strip  include  de- 
veloping the  child's  ability  to  re- 
tell a  sequence  ot  events  in  logical 
order;  developing  oral  language;  and 
indicating  to  the  teacher  the  strength 
and  weaknesses  of  the  individual 
pupil  in  his  readiness  to  read.  The 
stories  include;  The  Pancake,  Three 
Billy  Goats  Gruff,  Three  Little  Pigs, 
The  Old  Woman  and  Her  Pig,  and 
The  Elves  and  the  Shoemaker. 

I  Live  in  the  City—  (54  frames)  with 
Teacher's  Guide— and 
I  Live  in  the  Country—  (54  frames) 
with  Teacher's   Guide. 

•  These  two  textfilms  are  designed 
to  review,  clarify,  and  enrich  chil- 
dren's experiences  with  country  or 
city  life.  The  captions,  to  be  used 
bv  the  teacher,  direct  attention  to 
the  important  ]jurposes  ot  the  pic- 
tures and  stinuilate  free  discussion 
by  the  children.  (In  correlation 
with  the  .-ilice  and  Jerry  Basic 
Readers,  Row,  Peterson  &  Co.) 
Skip  Along  —  (40  frames)  with 
Teacher's  Guide. 

•  This  is  a  Pre-Primer  level  read- 
ing readiness  textfilm  designed  to 
accomplish  the  following  objectives; 
to  provide  a  scries  of  picture  situ- 
ations which  will  stimulate  oral 
language  development  and  build  a 


KX«iKVJiXlil 


INVENTORY     -SI 


OW    TO    CHOOS6--fl''ND     USE  ,  AU  D  lO-VISUA  L   TE  AC  H  INC     M  ATE,-K'I  A  LS' 


tma 


READING   READINESS: 


•       H 


-V* 


Scetie    from    the    jilmslrif)   "Skip   Aluiio" 

Reading  Readiness  -Scries:  continued 

hatkgroiiiul  ol  iiR'anini"s  lor  the 
stories  pictured;  to  introduce  audi- 
tory discrimination,  the  first  stej)  in 
tile  word  recognition  prooram,  and 
to  develop  pupil  al)ilii\  to  hear  that 
certain  words  begin  with  identical 
sounds:  to  use  the  \ocabulary  of 
each  storv  in  the  lihn  on  entirely 
new  stories,  and  to  test  pu]jil  ability 
to  apply  the  \ocabulary  they  have 
learned  to  the  reading  of  a  new  con- 
text. (In  correlation  with  the  Alice 
and  Jerry  Basic  Renders)  . 
Simple  Machines— (74  Iranies)  vvith 
Teacher's  Guide.    .S\E. 

•  This  science  education  texifilni 
leaches  the  principles  of  six  simple 
machines  (inclined  plane.  le\er.  pul- 
ley, wheel  -  and  -  axle,  wedge,  ;ni(l 
s(rew)  b\  relating  their  o])eratioMs 
to  objects  familiar  to  the  students. 
Such  a  procedure  is  a  natural  in- 
ducement to  discussion,  and  the 
coiuributions  ol  personal  experi- 
ences form  an  imporiaiu  ]jari  of 
the  educational  process.  At  the  con- 
clusion participation  is  cncoinaged 
bv  direct  questions  which  iicpiire 
the  application  ol  |)rintiples  taught. 
(In  correlation  with  Doing  Work, 
.Ird  &:  4th  Giade  text,  and  Simple 
Muchines.  fr.  High  School  text.) 
Away  We  Go  —  (43  frames)  with 
Teacher's  Guide.    SV'E. 

•  Also  in  the  Reading  Readiness 
group  is  this  lextlilm  which  is  de- 
signed to  review,  clarify,  and  enrich 
the  pupils'  experiences  with  various 
methods  of  transporiation.  ranging 
from  simple  means  such  as  the  i)i- 
cycle  and  toboggan  to  such  complex 
means  as  the  automobile  and  air- 
plane. Text  appealing  on  each 
frame  to  be  read  aloud  i)y  teacher. 
Animals  To  Know—  (4 1  frames) 
with  Teacher's  Ciuide.    SV'E. 

•  .\   text    film   which   will   accpiaint 


the  pupil  with  many  of  the  animals 
and  birds  he  is  likely  to  see  at  the 
Zoo.  The  text  appearing  on  each  film 
is  to  be  read  aloud  b\  the  teacher. 
The  Hatchery-23  frames.  B&W  §2..^0 

r-K 

Prim:  Reading  Readiness 

•  .\  more  or  less  follow-up  sior\  ol 
the  earlier  film  "Mother  Hen."  This 
film  has  the  same  egg  hatching  se- 
cjuence  except  that  the  hen  is  re- 
placed  In  an  iiuiibatoi  to  shcjw 
larger  tiuantiiies  of  thicks  being 
hatched.  From  the  egg  as  delivered 
to  tlic  hatchery  to  the  chick  in  the 
crate  ready  for  sale  or  shipment.  In- 
teresting as  well  as  excellent  pho- 
tographv  and  two  or  three  lines  ol 
reading  matter  vers  well  presented. 
For  third  grade  level. 

A  Trip  Through  Our  Schools-$2.50 
T-K 

Frim:  Reading  Readiness 

•  A  picture  story  (not  cpiite 
through  production)  of  a  child  in 
his  first  day  at  school.  He  \isiis  the 
principal,  the  nurse,  boiler  room, 
etc.  Two  or  three  lines  of  elemen- 
tary reading  matter  on  each  picture. 

Teaelier  Training 

The   Slidefilm   in   Teaching—  (Film- 

stiip-4ti  frames)   li.!<.\V.  Sl.OO.   VAF. 

Adult     groups:     PTA      Teacher's 

Conferences.      Audio-Visual      Aid 

Training  Classes,  etc. 

•  A  filmstrip,  done  entiieh  in  origi- 
nal art  work,  which  explains  the 
nature  and  purpose  of  the  Slidelilm 
(Filmstrip)  :  its  applications  and 
techniques  of  use  in  educaticjii,  and 
its  relation  to  other  leaching  tools 
used  by  the  teacher. 

ENGLISH   &:  VOCABULARY 
American  Folk  Tales— 10  filmsirips, 
250  frames,  Color  §33.50  a  set,  §3.95 
each.  Curriculum  Films,  Inc. 

Primary;  Eng.,  Lang.  .Arts.  Read- 

rng  Readiness. 

•  Ten  delightful  talcs  in  full  color, 
from  the  rich  backgrouiuls  of  Ameri- 
can folk-lore:  for  supplemeniarv 
reading  in  the  primarv  grades.  1 . 
The  Rabbit  Who  Wanted  Red 
Wings;  2.  Br'er  Rabbit  and  the  Tar 
Baby;  3.  Shingebiss,  the  Little 
Broiun  Duck;  4.  The  Theft  of  Fire; 
5.  The  Gift  of  .St.  Nicolas:  6.  The 
Wild  Wliite  Horse;  7.  Stortnalong:  8. 
Pecos  Bill  Becomes  a  Cowboy;  9.  The 
Kneehigh   .Man;   10.   Mule  Humans. 


■ 


NOUN 
■4- 


PRONOUN 


AQVCRB 


-  ADJECTIVE 


These  are  called  the 
parts  of  speedi.  Each 
one  serves  a  different 
purpose  in  the  sen- 
tence. 


Making  "Paris   of   Speecli"    uiideritaniliil/lt' 

English     Grammar     Series  —  (Film- 
strip)     B  &  W.    .S2.00  each.  S\E. 
Intermediate.  Jr.  High:  Eng.  Lan- 
guage i"  Arts. 

•  The  basic  concepts  of  English 
Grammar  and  sentence  structure 
comprise  the  subject  matter  of  these 
filmstrips:  Parts  of  Speech,  Sentence 
Construction,  Diagramming  Simple 
Sentences,  and  Diagramming  Com- 
pound and  Complex  Sentences,  The 
parts  of  speech  are  illustrated  in  a 
clever  analogy  between  the  many 
kinds  of  words  and  the  many  kinds 
of  cars  on  a  railroad  train.  Sentence 
construction  is  pictured  as  essenti- 
ally a  building  process  anci  the  fun- 
damental rules  of  sentence  dia- 
gramming are  clearlv  pointed  out. 
.\|jproximaielv  40  frames  })er  strip. 

English  Language— 14  units  of  12 
slides  each,  with  Teachers'  Manual 
and  Case  on  the  following  subjects: 
The  Direct  Object:  Subjective  Com- 
plement: The  Prepositional  Phrase; 
Kinds  of  Sentences:  Parts  of  a  Simple 
Sentence;  Sentences  —  .4ccording  to 
Structure:  Xouns;  Verbs;  Verbs  and" 
Verbals;  and  Punctuation. 

Grammar— 3  filmstrips,  155  frames, 
color  $18.75  a  set,  S6.95  each.  Cur- 
riculum  Films.    Inc. 

Intermed..    fr.    H.S.:   Eng..   Lang. 

Arts. 

•  Three  full-color  filmstrips  in  story 
form.  1.  Subject  and  Predicate  — 
Subject  and  Predicate  leiirn  they  are 
equally  important,  as  students  learn 
to  recognize  each  in  simple  declara- 
tive sentences.  2.  Modifiers—.-ldjec- 
tit'cs  and  .Adi'erbs  —  Each  envies  the 
other's  job,  but  finds  he  cannot  do 
the  other's  work.  3.  Xouns  —  .\. 
N'oun.  would-be  movie  actor,  proves 
he  can  play  the  part  of  people,  places, 
things,  and  ideas,  including  plurals, 
or  feminine  forms  of  masculine 
nouns.    Teacher's  inamial. 


INVENTORY     S  2 


ENGLISH  &  VOCABLLARV 

Primar\-    Grades    Stories    Series   — 

(4  sets  of  t»  filinsirips  each— approx. 
■15  frames  per  strip)  Color:  $30.00 
per  set  of  6;  S6.00  per  strip.    V.\F. 

Primary  Grades;  Eng.  Lang,  and 

Arts. 
•  Children's  stories  done  in  full 
color  by  leading  illustrators  of  chil- 
dren's literature,  with  accompanv ing 
sior\  text  apjx-aring  on  each  frame. 
Sjjecial  attention  has  been  given  to 
the  \ocabuiarv  load,  phrasing,  sen- 
tence structure,  and  arrangement  of 
t\j>e  to  make  these  strips  useful  in 
supplementary  reading,  remedial 
reading,  choral  reading.  sight-sa\ing 
classes,  and  story-hour  jieriods  at 
ilie  priniar\  siade  level.  Titles: 
Set  No.  1: 

Hansel  and  GreUl  Cat     Who    Lost    Hi^ 

The  Little  Red  Hen  Tail 

Little   Black   Sambo  RumpeUtiltskin 

Lion  and  the  .Mouse 

Set  No.  2: 

Cinderella  Boy     Who    Went    to 

Three  Little  Pigs  the  Sorth  Wind 

The  Four  .\tusicians  The   Dog    and    The 

The  Three  Bears  Cat 

Set  No.  3: 

Chicken  Little  The  dngerbread 
Little   Red  Riding  Boy 

Hood  Soah  and  the  Ark 

Drakeslail  Kofi,  An  .African  Boy 
Set  No.  4: 

The  Boy  and  His  The  Straw  Ox 

Goats  Dee    Dee    Chou    and 
Jack   and    the   Bean-        His  Dog 

stalk  The    Rabbits    and 
Puss  in  Boots  the  Frogs 

Vocabulars  Building  3  filmstrijjs. 
156  frames,  color  SI 8.75  a  set.  S6.95 
each.  Curriculum  Films.  Inc. 

/r.  Sr  H.S.:  Eng.,  Lang.  Arts 
•  Three  full<olor  filmstrips  provide 
the  groundwork  for  sound  habits  of 
developing  a  vocabularv.  1.  The 
Importance  of  Vocabulary  in  Com- 
munication—Th&  exjjerience  of  a 
French  child  who  knows  no  English. 
2.  Words  and  Their  Backgrounds 
—The  names  of  familiar  things  have 
unsusjiected  and  fascinating  back- 
grountb.  which  the  dictionary  will 
re\eal.  3.  Haw  to  Develop  a  Good 
Vocabulary— ](x  de\elop)s  a  formula 
for  vocabulary  building:  a  notebook 
for  new  words,  the  dictionary,  and 
use.  Teacher's  manual. 

Ways  to  Better  Spelling  4  filmstrips. 
209  frames,  color  $24.95  a  set.  $6.95 
each.  Curriculum  Films.  Inc. 
Jr.  Sr  H.S.:  Eng.  Lang,  .iris 


•  Four  full<olor  filmstrips  to  help 
develop  techniques  for  mastering 
spelling  difficulties.  1.  Let's  Look 
into  Some  of  the  Problems— to  mo- 
tivate interest  in  spelling.  2.  Seeing. 
Hearing,  and  Spelling— how  errors 
of  substitution,  omission,  addition, 
and  transposition  are  overcome.  3. 
How  to  Deielop  Aids  for  Remem- 
bering—using your  imagination  to 
form  menior\-aid  pictures,  to  re- 
member frequent  misspellings.  4. 
i'se  of  the  Dictionary  in  Spelling 
—the  dictionary  is  the  basis  of  good 
spelling  habits.    Teachers  manual. 

Il«»iii<»«*ra«*v 

Federal  Government  Series— (5  film- 
strips— appro.x.  40  frames  per  strip) 
B.&W.  Set  of  5.  SI 2.50.  or  S3.00 
each.    \AF. 

Intermed.  Urades.Jr.  H13.i1  School: 

CivicSj  Social  Studies. 

•  This  series  of  five  filmstrips 
makes  maximum  use  of  photogra- 
phy, charts  and  original  art  work. 
Designed  to  l>e  used  independentlv 
or  in  conjunction  with  V.\Fs  film 
Meet  Your  Federal  Gox'emment, 
this  series  closely  examines  and  ex- 
plains the  nature  and  structure  of 
our  federal  go\emment  and  several 
of  its  departments.  Titles  include: 
Our  Federal  Government,  Our  Con- 
gress, Department  of  Interior,  De- 
partment  of  Agriculture,  and   Post 


Office  Department.  Teacher's  guide 
included. 

The  Nature  of  Democracy  7  film- 
strips.  250  frames.  Color  533.50  a 
set.  S5.75  ea.  Curriculum  Films.  Inc. 

/>.    Sr   H.S.:   Adult:   Civics,   Hist. 

Soc.  Studies.  Soc. 

•  Fhis  series  of  seven  filmstrips  in 
full  color  shows  the  rights  and  re- 
sponsibilities of  the  Eds  and  Bills 
and  Helens  of  Fairtown— an  ideal 
community.  Each  filmstrip  provides 
a  basis  for  class  discussion,  and  stim- 
ulates student  interest  in  current 
problems.  Titles:  \.  Democracy  at 
Work:  2.  Freedom  of  Religion:  3. 
Equality  Before  the  Law:  4.  Taking 
Part  in  the  Government:  5.  Freedom 
of  Expression:  6.  Education;  7.  By 
and  For  the  People.  Teacher's  Man- 
ual. 

United  Nations  Series—  (2  filmstrips 

— approx.    39    frames   each)      B.&W. 

Set  of  2,  $5.00;  or  $3.00  each.   \.\¥. 

Jr.  Sr.  High  Schools:  Social  Stud. 

•  This  series  of  two  slidefilms  deals 
with  the  needs,  purposes,  and  struc- 
ture of  the  United  Nations  Organiza- 
tion. It  is  designed  to  be  used  sep- 
arately or  in  conjunction  with  the 
VAF  film  We  the  Peoples.  Includes 
the  titles  \eeds  and  Purposes  of  the 
Charter,  and  The  Charter's  Organi- 
zation. Teacher's  guide  included. 


Kec^piii^  Fit 


Physioal  Edu<*atioii 

Better  Baseball  10  filmstrips.  500 
frames.  Color.  $50.00  a  set.  Curricu- 
lum Films.  Inc. 

Jr,  Sr  H.S.:  Col:  Phys.  Ed. 
•  Ten  filmstrips  in  full  natural 
color.  Major  league  players  demon- 
strating covering  infield  and  outfield 
jKJsitions.  base  running,  sliding,  hit- 
ting, pitching,  catching,  and  coach- 
ing (P)  Feller,  Head:  (C)  Robin- 
son, \V.  Cooper:  (IB)  Mize,  Cava- 
retta:  (2B)  Gordon.  Herman:  (SS) 
Peskv.  Marion:  (3B)  Keltner,  Kur- 
owski:  (OF)  Keller.  Reiser:  (Bat- 
ting) Williams:  (Bunting)  Reese: 
(Coaching)  Rolfe.  Dressen:  (_Base 
Running)  Case,  Stimweiss;  directed 
by  Ethan  .\llen,  head  baseball  coach 
at  \ale  Universitv.    Coach's  manual. 


Football  —  The  T  Formation— 14 
filmstrips.  450  frames,  color.  $50.00 
a  set.  Curriculum  Films.  Inc. 

Jr..  Sr.  H.S..  Col.:  Phys.  Ed. 
•  Fourteen  full  color  filmstrips 
showing  detailed  step-by-step  de- 
veloj)ment  of  14  basic  plavs  of  the 
T-Foniiation,  photographed  in  ac- 
tual scrimmage  against  4,  6  and  7 
man  line  defenses.  Completely  dia- 
grannned.      with      photo     sequence 


WAmW9I 


N  V    E  \  T  O  R  ^      S3 


OW    TO    CHOOS^^-^ffND    USE  .AU  D  lO-VISUAL   TEACHING    MATE-lClAL^' 


kevcd  to  the  diagrain.  .Each  jjUimt 
in  ilisiiiicti\e  color,  lor  easy  idciiii- 
ficaiion.  Supervised  by  Howie  Odell, 
head  loolball  coach  ai  ^alc  I'ni- 
veisiiv.    Coach's  manual. 

Il«'altli  and  Safolv 

Dental    Heahh    Education  -  (Fiini- 

sirii)-")(i  Iranics)  li.<;W.  .S2.()().  S\  V. 
Elementary  Grades,  jr.  Hiii.li 
Schnnl:  Health,  Science. 

•  (Completely  revised  in  aciorilancr 
with  the  latest  developments  in  ilu 
IkIiI  oi  dental  health  eikication.  this 
lilm  has  been  edited  and  appiovet! 
I)\  ilu  American  Dental  /Association. 
1  he  lilm  stresses  the  child's  own  re- 
sponsibility ior  practicing  good  den- 
tal health  measures. 

(;<)od  Health  Series—  (Ci  filmsirips— 
approx.  11  lianus  per  strip)  B.&W. 
115.00  set  of  6,  or  $3.00  each.    Y.\F. 

Intermediate       Grades;       Health, 

Gen.  Sci. 

•  This  series  ol  tj  (ilmstrips  is 
especially  designed  to  correlate  with 
leading  health  textbooks  at  middle 
grade  le\el.  All  done  in  original 
art  work,  they  are  built  around  to|)- 
ics  which  are  emphasized  at  this 
grade  level  and  point  out  desirable 
habits  of  health  and  cleanliness. 
Titles  include:  You  and  Your 
Clothes.  Pesky— the  Cold  Bug.  You 
and  Your  Food,  Your  Posture— Good 
or  Bad,  Bacteria— Good  and  Bad, 
and  Insect  Pests  and  Disease.  Teach- 
er's guide  included. 

Safety  Series—  (8   filmstrips— approx. 

54  frames  each)     B.&VV.    |2.00  each. 

SVE. 

Upper     Grades,     Jr.,     .Sr.     High 
School,  Adult   Groups:  Safety. 

•  This  series,  originally  a  co-opera- 
tive program  involving  the  National 
Safety  Council,  Coronet  Magazine, 
and  .SVE,  has  been  (ompletely  re- 
vised and  covers  home,  factory,  and 
(ommunity  safct\  problems.  Titles 
in(  hide: 

Fire  Safety 

Recreation    Centers— A    Caiinnuuity 

Problem 
Traffic  Safety 
Don't    Be   a    Jerk     (Safety    Practices 

with      Laboratorv      and      Electric 

Etjuipmcnt) 
Are  You  Safe  at  Home? 
Safe  Only  in  Smart   Hands    (Small 

Machine  Tools) 


Drink  only  wutv  you  fcnow  it  pur*. 


.4  scene  jroni  the  "C-ood  Health  Seriei" 
(Yuuiia  America  Films) 

Pedaling  Pointers    (Bicycle  and   Pe- 
destrian Safety) 
.Make    Your    a    Xo-.4ccident    Polity 
(Sunmiarv  of  .\ccident  Siiuation) 
Living  Safely  Series—  (4  filmstii|)s— 
approx.      43    frames    each)      B.)v.\\'. 
SI 0.00  set  of  4,  or  $3.00  each.    \  AF. 
Elementary    sthools:    Safely    Edu- 
catio7i. 
•    Tliis    series    of   4    filmstrips    uses 
photography,    charts,    and    original 
art  work  to  promote  discussion  and 
learning   of   the   safety    topics   most 
important    to    children.     Titles    in- 
clude:   Lit'ing    in    a    Machine    Age. 
Safety  on  the  Streets,  Safety  in   the 
Home,  and  Safety  at  School  and  til 
Play.    Teachers  "uidc  included. 


The  Handy  Twins,  Mr.  Soap  and 
Mr.  Brush,  help  Jane  and  Jim. 


Scene  fium    the   "Primary   Health    Series" 
(Young  America   Films) 

Primary  Health  Series—  (()  filmstrips 
—approx.  3(3  frames  per  strip)  B.Sc\\'. 
.Set  of  G,  SI 5.00:  or  $3.00  each.  YAF. 
Primary  grades:  Health,  Science. 
•  .\  series  of  6  filmstrips  specifically 
iniigiated  with  leading  health  text- 
books for  this  le\el.  These  strips 
are  done  in  original  art  work,  and 
are  built  around  the  health  topics 
which  are  stressed  in  curriculum  out- 
lines and  texts  for  the  primary  level. 
Special  attention  has  been  given  to 
the  vocabulary  load  in  each  of  these 
filmstrips.  Titles  include:  Keeping 
Clean,  Straight  and  Tall,  Strong 
Teeth,  Foods  for  Health,  Rest  arid 
Sleep,  and  Keeping  ]]'ell.  Teacher's 
liuide  induded. 


Filiiisitrips 

Arifhiiietii* 

Circle    Club    Arithmetic    Teaching 
Strip  64  frames,  Color,  §6.50,  Paul 
Brand  &  Son. 
Prim.;  Math. 

•  Circle  Club  filinstrip  designed  for 
the  purpose  of  gearing  students  to 
a  faster  tempo  after  mathematical 
concepts  have  been  well  established. 

ART    EDUCATION 

Elements   of   Art— 8    filmstrips,    250 
frames.    Color    $33.50    a    set,    $4.95 
each.  Curriculum  Films,  Inc.  (JHO) 
Intermed,  Jr.  H.S.;  Art 

•  Eight  fidl-color  filmstrips  that 
help  the  art  teacher  lead  each  child 
to  meaningful  experiences  that  will 
enal>le  him  to  express  himself  better 
through  painting  and  chawing. 
Teacher's  manual  suggests  classroom 
activities  to  help  the  child  "discover 
for  himself."  Filmstrip  titles:  1. 
Lines;  2.  Shapes:  3.  More  Shapes; 
4.  Solid  Shapes:  5.  Color:  6.  Using 
Color:  7.  Proportion;  and  8.  Paint- 
ing a  Picture. 


f€>r  Seieiice 

It  also  ser\es  as  a  motivating  factor 
for  stimulating  students.  This  film 
focuses  the  complete  experience  of 
student  on  a  practical  level.  Part  1 
—Simple  Facts;  Part  II— Complete 
Facts. 

Hughes  Educational  "Circle  Club" 
Kit— (Multiplication  &  Di\ision)  (1 
Filmstrip,  with  manual,  cards,  re 
lated  material) .  Color.  $25.00  pei 
Kit.    Biand. 

Elementary    Grades    (3-4);    Aritli- 

metic. 
•  This  Circle  Club  Kit  contains  mo- 
tivational material  as  an  aid  in  teach- 
ing the  important  facts  about  multi- 
plication and  division.  It  is  designed 
to  "do  away"  with  the  rote  menior\ 
work  involved  in  learning  the  multi- 
plication tables.  It  was  invented  b\ 
Mrs.  Mary  Hughes,  teacher  at  the 
Elementary  School  in  McLean,  Va. 
Kit  includes  31  cards  which  contain 
36  facts  in  multiplication,  and  36 
facts  in  division;  a  progress  chart;  a 
teachers'  manual;  and  a  filmstrip 
containing  all  the  facts  found  on  the 
cards. 


INVENTORY     34 


>latlieinatics 

Applying   Geometric   Logic— 4    tiliii- 
strips,    145    frames,    Color   S14.95    a 
set,  S4.95  ca.  Curriculum  Films.  Inc. 
Sr.  H.S.:  Math. 

•  Four  full-color  hlmstrips  in  which 
(crtain  kinds  of  reasoning,  learned 
and  practiced  in  Geometr\  classes, 
are  applied  to  problems  of  everyday 
life.  Consultant:  Henrv  \\'.  Syer  of 
Boston  Unixersity.  Filmstrips  arc: 
Definitions  and  Key  Words:  Deduc- 
tive Reasoning;  Induction,  Analysis, 
and  Indirect  Reasoning:  Mistakes  in 
Thinking.    Teacher's  manual. 

Foiinations  of  Geometry— 2  film- 
strips,  90  frames  Color  ,S7.95  a  set. 
S4.95  each,  Curriculum  Films,   Inc. 

\*  Two  filmstrips  in  full-color,  a 
\  isuali/ation  of  postulates  as  the 
foundation  of  the  structure  of  ge- 
ometric proof.  Examination  of  14 
basic  postulates,  with  their  evervday 
applications,  shows  we  can  assume 
them  to  be  true  without  proof.  Con- 
sultant: Henry  \V.  Syer  of  Boston 
I'niversity.  The  filmstrips:  "Postu- 
lates: Lines;"  "Postulates:  Triangles 
and  Circles."  Teacher's  manual. 

Geometry  in  Art— 57  frames.  Color. 
S4.95;   Curriculum   Films,   Ins. 
S).  H.S.:  Math. 

•  First  of  a  series  on  applications  of 
(.cometry  to  everyday  life.  Illus- 
trates how  Art  uses  geometrical  pat- 
terns, forms,  planes,  and  svmmetry 
for  certain  formal  effects.  Consult- 
ant: Maitland  Graxes,  Pratt  Insti- 
tute.   Teacher's  manual. 

Integral  Calculus  Series  —    (3  Film- 
strips,  approx.  50  frames  per  strip) 
B.&W.  S2.00  each.    SVE. 
College  Level;  Mathematics. 

•  This  series  of  three  titles.  Areas 
of  Integration.  Double  Integrals, 
and  Triple  Integrals,  was  prepared 
b\  Edwin  A.  AVhitman,  Associate 
Professor  of  Mathematics  at  Car- 
negie Institute  of  Technologv,  Pitts- 
burgh, Pa.  Graphic  illustrations 
visualize  the  concepts  important  to 
the  understanding  of  the  principles 
of  integral  calculus.  The  rectangu- 
lar co-ordinate  system  is  utilized  to 
de\elo|j  the  basic  principles  em- 
ployed in  findings  the  areas  bounded 
bv  cur\cd  lines  and  the  volumes  of 
solids  hounded  b\  curved  planes. 


I       ,■  .1.  frame  fro'-  .    SI  E  filmstrip 

series  for  integral  calculus  study. 

Introduction   to   Plane  Geometr)— iS 
filmstrips,  318  frames,  color,  §29.95 
set,  S4.95  ea.  Curriculum  Films.  Iiu. 
Sr.  H.S.:  Math. 

•  Eight  full-color  filmstrips  gi\c  a 
stcp-b\-step  visualization  of  difficult 
aspects  of  the  Plane  Geometrv  cur- 
riculum; new  terms  and  concepts 
are  related  to  the  student's  own  ex- 
perience. Consultant:  Henrv  \V. 
Syer  of  Boston  Universitv.  1.  One 
Filmstrip,  Introduction  to  Plane 
Geometry:  seven  on  necessarv  vo- 
cabulary 2.  Lines  and  .Angles  I: 
3.  Lines  and  .Angles  II— Relation- 
ships; 4.  LineSj  Relationship— Direc- 
tion, Perpendicular  Lines:  5.  Tri- 
angles; 6.  Polygons:  7.  Circles  I: 
8.  Circles  11;  Teacher's  manual. 

Locus   1    filmstrip.   59  frames,  Color 
.S4.95,  CUirriculum  Films,  Inc. 
Sr.  H.S.:  Math. 

•  .\  simple,  thorough  explanation 
of  the  concept  of  locus,  with  ex- 
amples from  daily  life.  \'i\id  appli- 
cations of  5  basic  loci  to  common 
experience.  Consultant:  Henry  W. 
Syer  of  Boston  University.  Teacher's 
manual. 

Plane  Geometry  Series— 2  filmstrips 
—approx.  50  frames  each.  B&W. 
S2.00  each.    SVE. 

/)".,  .Sr.,  High  School;  Mathematics. 

•  These  strips.  Introduction  to 
Plane  Geometry  and  Basic  Angles 
and  Experimental  Geometry,  are  the 
first  two  of  a  comprehensive  series 
of  twelve  (others  now  in  produc- 
tion) which  will  cover  the  most  im- 
portant areas  of  plane  geometrv. 
Materials  include  vivid  pictures  tak- 
en from  daily  environment  and  arc 

Special  Note:  All  Curriculum  Films 
subjects  listed  in  these  Inventorv 
jjages  are  naiionallv  distributed  bv 
the    fam   Handy  Organization,    Inc. 


all  within  the  pupils  experience, 
thus  cmphasi/ing  geometrv  as  a 
practical  subject  which  opens  the 
door  to  many  occupations  and 
trades.  Student  participation  is  en- 
couraged bv  selected  c|uestions  which 
appear  at  regular  intervals  through- 
out the  films.  Class  participation  is 
also  encouraged  by  a  mastery  test 
presented  at  the  conclusion  of  strips. 

Cponoral  S««i«»nc*o 

Heat  Series  (11  filmstrips)  .\pply 
for  Price.   J  HO. 

Intermed..   Jr.  H.S.:  Science.  Phy. 

•  The  Heat  Scries  is  the  newest  iniit 
in  the  Jam  Handy  "Air  .\ge  Phvsics" 
series  of  instructional  filmstrips.  The 
material  has  been  arranged  to  tie  in 
with  reading  materials,  standard  text- 
books, laboratory  work  and  other 
special  assignments.  The  informa- 
tion in  each  filmstrip  is  organized 
into  several  lessons,  tpiestions,  ex- 
planations of  principles,  and  sum- 
maries of  the  material  presented. 
Titles  include:  Temperature,  Heat 
Ex pansion ,  Gas  Expansion,  Measure- 
ment of  Heat,  Fusion,  Vaporization, 
Refrigeration,  Humidity.  Heat 
Transfer,  Putting  Heat  to  ]Vork.  and 
Internal  Combustion  Engines. 

The  Honey  Bee— Part  One,  29  slides; 

Part    Two.    24    slides.     Color.    Part 

One.     S15.95:     Part     Two.     S13.20. 

PP\S. 

Prim.,    Intermed..     Jr..    Sr.     H.S., 
Adult:  Biol..  Clubs.  \al.  Sci. 

•  Part  One  —  Transparencies  pic- 
ture: queen  workers,  drones,  close- 
ups  of  cells  containing  honey,  capped 
and  uncapped  cells,  swarm  of  bees, 
beekeeper's  tools,  larva  and  eggs, 
cells  full  of  nectar,  cells  full  of 
honey,  five  nectar  producing  blos- 
soms, etc. 

Part  Two  —  Transparencies  pic- 
ture: honev  harvesting,  extraction, 
clarification,  jjackaging  and  uses. 
.Authoritative  Study  Guide  included. 
Magnets—  (Filmstrip  —  4G  frames) 
B.&W.    S3.0().    \.\¥. 

Intermediate  Grades;  Science. 

•  .\  filmstrip  demonstrating  some 
of  the  essential  facts  about  the  na- 
ture and  behavior  of  simple  bar 
magnets,  built  around  the  activities 
of  two  children  who  learn  what  a 
simple  magnet  is,  and  some  of  the 
things  it  can  do.  Designed  to  be  used 
inde)jendently  or  in  conjunction 
with  the  \.\¥  sound  films  of  the 
same  title.  Teacher's  "uide  included. 


T  N  \    E  N  T  O  R  Y     3  5 


OW    TO    CH00SE--1TND     USE    AUDIO-VISUAt   TEACHING     MATE'RIALS' 

•*     ',1  .  .    '..  ^     '  »  -.-■-"-         / 


A  scene  from  the  "Our  Earth  Series"  of  five 
lilmstrifys   ftrdducrd   b\  Join   Hundy. 


Some  planetoids  ar«  fttt*  Urg*,  uft«v*n  rocks.  Ttw 
bigg*«t  onm  known  n  almost  500  miles  in  diamator. 
About  1^00  planatoids  ara  well-known  and  many 
baan 


Sii-nc  from  JHO  "iAv  Series  "—lilnistrips  es- 
pecially suitable  for  general  science  classes. 


Scene  from  "Matter  &  Molecules"  filmstrip 
strirs  also  jnnduced   by  Jam   Handy. 


GENERAL     SCIENCE      Biology  of  Spiders-The  Black   Uid- 


Mattei"    and    Molecules    Series  —  (6 

filiiistiips  —  apjjrox.  60  frames  per 
strip)  B.&VV.  $25.95  set  ot  6,  or  §4.50 
per  strip.  JHO. 

/)'.,    Sr.    High    Schools;    Science, 

Physics. 

•  Tested  ill  actual  classroom  prac- 
tice, this  series  is  designed  to  co- 
iiiide  with  the  accepted  science  cm- 
riciilum  of  secondar\  schools.  Each 
lesson  is  followed  by  a  review  and 
{juiz  section  lo  insure  full  studeni 
fjrasp  of  the  subject  matter.  The 
material  in  liiese  strips  relates  to  the 
everyday  interests  and  experiences 
of  the  student.  Titles  include:  Why 
Study  Physics?,  Matter,  The  Struc- 
ture of  Matter,  Effects  of  Molecular 
Motion,  Molecular  Fortes  in  Matter. 
and  Molecular  Forces  in  Liquids. 

Nature's  Enchanted  Weedland  Se- 
ries— (6  filmstrips— approx.  36  frames 
per  strip)     B&W    S2.00  each    SVE 

Jr.,  Sr.  High  School,  College;  Gen. 

Sci.,  Biology,  Entomology. 

•  This  new  series  of  filmstrips  was 
created  by  George  Jenks,  nationally 
known  photographer  and  writer  in 
the  field  of  nature  study.  Pictures 
of  specimens  were  taken  either  in 
I  111  field  or  in  the  author's  labora- 
ii)i\.    Instruction  text  on  frames. 

One  of  the  typical  frames  in  the  "Biology 
of  Sjnders"  filmstrips  produced  by  SVE. 


...  the  spiderlings 
rtay  in  tha  sac  while 
they  molt  once  or 
twica,and  take  on  the 
immatuie  Black  NITkI. 
ow  markingf. 


Biology    of   Spiders  —  Reproduction, 

The  Black  Widow 
Biology  of  Spiders— Biological  Con- 
trol. 
Biology  of  Spiders— Spider  Houses 
Biology  of  Insects— Protective  Model- 
ing and  Color 
Biology    of   Insects— Active    Camou- 
flage 
Nature    Study    Illustrated    Series  — 
(Revised)    30  filmstrips— approx.  40 
I  lames  per  strip.  B.S:\V.    Single  strij) 
with  manual,  §2.50;  .Any  selected  15 
strips    with    manuals,    §33.50;    coni- 
jjlete  set  of  30  witli  manuals,  S62.50. 
SVE. 

Intermediate  grades,  Jr.,  Sr.,  High 
School;  Gen.  Science,  Biology. 
•  This  well-known  nature  series, 
coxeriiig  animal  life,  plant  life,  bird 
life,  insect  life,  and  meteorology, 
lias  been  completely  revised  by  the 
well  known  naturalist.  Dr.  Gayle 
Pickwell.  Captions  and  sub-titles  on 
the  film  are  supjsleniented  by  a 
teacher's  manual  which  includes 
question  and  discussion  outlines. 
Titles  include: 
.\niphibians: 

Frogs,  Toads,  and  Salamanders 
Animal  Series: 

How  .inimals  Get  Food 
How  .Animals  Get  Air 
Hoiv  Animals  Protect  Themselves 
How  Animals  Grow  Uj) 
Hoxu  Ajumals  Reproduce   Them- 
selves 
Bird  Series: 

Bird  Studies  From  Coast  to  Coast 
Birds  and  Their  Nests 
Bills  and  Feet  of  Birds 
Insect  Series: 

Silverfish  to  Stingitrg  Bees 

Butterflies  and  Moths 

Yellow  Jackets 

Insect  Life  Histories 

Insect  Dragons  of  Air  and  Water 


Little  Journey  Series: 

Life  on  the  Desert 

The  Story  of  Glaciers 

Sea  Beach,  and   Tidepools 

The  Redwood  Trail 
Mammal  Series: 

Opossums  to  Bats  to  Picket-Piyis 

Mountain  Lion  to  Deer  to  Harbor 
Seal 
Plant  Series: 

Famous  Forest  Trees 

Western  Wild  Flowers 

Trees  of  Valley  and  Foothill 

Ferns  and  Horsetails 

Mushrooms  and  Puffballs 
Rej)tile  Series: 

Bug-eating     and      Blossom-eating 
Lizzards 

Slitliering      Snakes      and      Hard- 
Shelled    Turtles 
Spiders:  Sl)iders  and  Their  ]Voih 
Weather  Series: 

Climate  and  Elfm  Forest 

Clouds  and  Weather 
Our  Earth  Series—  (5  filmstrips— ap- 
prox.   66   frames   per   strip)    B.&W. 
§22.50  set  of  5,  or  $4.50  per  strip. 
JHO. 

hitermed.  Grades,  Jr.  High  School: 

Gen  Science,  Geology. 
•  This  series  was  presented  to  lieljj 
teachers  present  the  basic  concepts 
about  our  earth.  Students  are  given 
the  opportunity  to  see  our  planet 
as  s(iciue  sees  it.  to  see  it  changing 

A  familiar  scene  from  one  of  the  "Nature 
Study  Illustrated"  filmstrip  series  of  SVE. 


INVENTORY     36 


GENERAL    SCIENCE 

appearance  and  to  learn  some  of  the 
stories  it  tells  of  the  geological  past. 
Thous^h  the  series  is  organized  into 
3  strips  and  a  total  of  1")  lessons,  each 
a  separate  unit  in  itself,  it  can  also 
be  used  lo  tie  in  ^\iih  suppkimiiiarv 
reading  materials,  seiiim-  jnojetts. 
and  other  classroom  attiv  ities.  Titles 
include:  Horn  We  Think  Our  Earth 
Came  to  Be.  Our  Earth  Is  Chaiis.iii". 
How  Roclts  Are  Formed.  The  Story 
of  the  Earth  We  Find  in  Rocks,  and 
The  Soil. 

Our   State    Flowers-Set    of   41    2x2 

slides.    Color,  S22.55,  PP\'.S. 

Intermed.,  Jr.,  Sr.  H.S.,  Col.. 
Adult;  Biology,  Clubs,  Nat.  Sci. 

•  This  set  of  American  beauties 
presents  in  real-life  color  the  floral 
representatives  of  our  states  and  ter- 
ritories. The  State  Flower  move- 
ment was  started  by  New  York  in 
1890.  Other  states  followed  the  ex- 
ample, the  majoritx'  approving  b) 
legislati\e  action  tlie  \ote  of  the 
school  children  or  the  recommenda- 
tion of  women's  clubs,  state  histori- 
cal societies,  or  simply  the  indica- 
tions of  common  consent.  Stud\ 
Guide  included. 

The  Sky  Series— (7   filmstrips  —  ap- 

prox.  53  frames  per  sidjjcct)     B.&W. 

.S3I.50    per   set    of    7.    or   .S4.50    per 

strip.   JHO. 

Intermediate  Grades,  Jr.  High 
School:  Science.  Introductory  As- 
tronomy. 

•  The  seven  filmstrips  in  the  Sky 
Series  are  organized  into  20  units 
on  elementary  astronomy,  closely 
correlated  with  intermediate  grade 
level  and  junior  high  school  science 
textbooks.  The  strips,  with  accom- 
panying text,  build  the  concepts  of 
the  stars,  the  solar  s\stem,  the  moon, 
and  how  we  find  out  about  the  sky. 
The  student  sees  their  relationship 
to  the  earth  and  to  one  another. 
The  controlled  \ocabular\  of  the 
Sky  Series  makes  it  useful  also  as  a 
reading  tool  in  the  intermediate 
grades. 

Titles  in  Jam  Handy  Sky  Series 
include:  A  Multitude  of  Suns 
Stories  of  the  Constrllalions,  The 
Su)i\s  Family.  Intcreslins!  Things 
About  the  Planets.  Our  Neighbor 
The  Moon.  The  Changing  Moon 
and  Ho-,r  We  Learn  About  the  Sky. 


NOW- 


A  BETTER  JOB 


WITH  FEATURE  FILMS 


This  new  edition  of  the  Films 

Incorporated  school  list 

catalog  is  more  than  simply 

a  list  of  fine  entertainiiicnl 

films  in  16inm. 

h  is  a  detailed  reference 

guide  for  the  use  of  such  films 

to  enrich  school  studies. 


THESE  ARE  A  FEW  OF  THE  NEW  TITLES 


NEVER  BEFORE  AVAILABLE  TO  SCHOOLS: 


ANNk  AND  THE  KING  OF  SIAM 

CLUNY  BROWN 

HOUSE  ON  92nd  STREET 

A  TREE  GROWS  IN  BROOKLYN 

LES  MISERABLES 

ALEXANDER'S  RAGTIME  BAND 

CAPTAIN  EDDIE 

DRAGONWYCK 

STATE  FAIR 

TALES  OF  MANHAHAN 


JUST  OFF 
THE  PRESS... 

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films 


i  n  0  n  rn  n  r /I  t  P  ri     k  ^^^^  '°^  ^"^  ^^^^  catalog  today,  just  send 


this  coupon  to  the  address  nearest  you. 


New  York  18,  N.Y.  ■  330  W.  42nd  St 

Chicago  1,  Ml.  ■  64  East  Loke  Street 

Portland  1  2,  Ore.  ■  611  N.  Tillamook  St. 

San  Francisco  4,  Calif.  ■  68  Post  Street 

Los  Angeles46,  Calif.  ■  8479Melrose  Ave. 

Dallas  1,  Texas  ■  109  North  Akard  St. 

Atlanta  3,  Go.  ■  101  Morietta  Street 


I 


School- 


—  I 
I 


We  have  the   use  of  a  16mm  sound  D  silent    D  projector    | 


Your  Visual  Education 

♦  Wherever  possible,  consult 
your  local  visual  education  deal- 
er for  fmther  information  con- 
cerning the  films  listed  in  these 
Inventory  pages.  More  than  like- 
Iv  he  alreadv  has  most  of  them 
in  his  librarx  and  can  arrange 
|)re\iews  where  neccssarx.  The 
descriptions  furnished  here  are 
intended  to  minimi/e  that  pre- 
\iew   need  as  much  as  possiiile. 


Dealer   Can   Serve  You 

^  ou  will  find  that  members  of 
the  National  .\ssociation  of  Vis- 
u;d  Education  Dealers  maintain 
high  standards.  Most  dealer 
specialists  in  the  audio-visual 
field  are  also  equipped  to  main 
tain  projector  service  where 
needed.  They  also  carry  a  com- 
plete stock  of  essential  accesso- 
ries such  as  screens,  lamps  and 
tubes  and   other   replacements. 


INVENTORY    37 


OW    TO    C  H  O  O  S  E-'-ff'N  D    USE  ,AU  D  lO-VISUAL   TEACHING    MATE/FC'lALS- 


mtam 


IHi 


FON 

*  ciiu  ricTuiE  %^_>^  or  omca  miioiis 

The 

UNITED  N/VTIONS 

FILM  miAOn  rilESENTS: 


The  first  film  production  by  tlie 
Department  of  Public  Infor- 
mation of  the  United  Nations 
is  made  entirely  of  authentic 
documentary  material  which 
shows  how  in  the  midst  of 
war,  the  idea  of  the  Unite<l 
Nations  was  born. 

It  shows  the  part  the  people 
of  the  world  played  in  shap- 
ing the  organization.  It  points 
out  clearly  what  the  people  of 
every  country  must  do  in  mak- 
ing sure  that  its  great  purpose 
of  world  peace  and  security 
is  achieved. 

i6  mm  h/w  tiound.  *'  reel 

reiitiil  $-:..''ti}^giiijjte  day 

mile  f.{7..'li  lint 

Official  Distributors  in 
the  United  States 


FILMS  OF  THE 

>  NATIONS,  Inc^ 


55  WEST  45th  STREET 
NEW  YORK  19,  N.  Y. 

Ask  your  dealer  or  wrlie  tis  for  nemirsl   address 
Mheie  film  Is  ■\ilUtde. 


VVrlie  for  >our  (-oiiiiitltiii-i)lar>  topy  or  our  Kenlit 
rit«|og  nr  Sales  release:)  of  tUmi  on  fnrf i^n 
nations.   Stale  which  one. 


MAPS  &  CHARTS 


Air  Age  Chart  Series—  (6  classroom 
\\all  charts)  color.  .'SI.OO  each,  or 
S5.()0  set  of  6.  Air  .\ge  Education 
Research. 

Intermed..   Jr.,    Sr.    High    SiIidoI: 
Social  Studies,  Geography,  Science. 

•  The  essentials  of  aeronautics  are 
explained  in  clear  pictorial  form  on 
these  6  large  (35"  x47")  picture 
charts,  printed  in  full  color  on  heavy 
jiaper.  The  series  presents  a  com- 
plete course  in  the  science  of  aero- 
nautics organized  into  6  units.  Non- 
technical textbooklets  supijlemcniing 
the  material  on  each  chart  may  be 
had  at  25c  each,  or  $1.25  for  the  set 
of  six.  Titles  include:  Meteorology, 
.Aerodynamics,  NaTigation^  The  Air 
Ocean,  Aircraft,  and  Radio  Naviga- 
tion. 

Air  Age  Wall  Map  Series— (9  wall 
maps— 32"x40"  each.)  Two  and  Four 
colors.  51.00  each,  or  $7.00  for  the 
set  of  9. 

Intermed.,    Jr.,   Sr.    High    School; 

Geography,  Social  Studies. 

•  .\  series  of  world  maps  centered 
on  nine  principal  regions  of  the 
world.  Each  pictures  how  a  person 
in  that  area  looks  at  the  world 
around  him.  The  new  idea  is  useful 
in  teaching  world  relationships. 
.A/imuthal  equidistant  projection, 
printed  on  heavy  paper.  The  maps 
centered  on  the  United  States  and 
South    America    are    slightly    larger 

(42"x50")  .  Titles  include:  The 
World  Around  the  United  States, 
The  World  Around  South  America, 
The  World  Around  Europe,  The 
World  Around  Alaska,  The  World 
.Around  the  U.S.S.R.,  The  World 
Around  China,  The  World  Around 
.{ustralia.  The  World  .Around  South 
Afri(a,  and  The  World  .Around 
India. 

British   Commonwealth   of   Nations 

(Free)    3'2i/^"  x  2'  Color  BIS. 
Intermed,  Jr,  Sr  HS,  Col;  Cii'ics^ 
Geog,  Geol,  Hist,  Soc.  Studies,  Soc. 

•  Shf)ws  forms  of  Government  and 
the  princi])al  products  of  the  British 
(Commonwealth  ot  Nations,  in  this 
(olorccl  map. 


British  Territories  in  Africa—  (Free) 

22"  x  33"  Color  BIS. 

Intermed,  Jr.  Sr  HS.  Col:  Civii.s. 
Commercial^  Gen,  Sci,  Geog,  Hist. 
Soc.  Studies,  Soc. 

•  Shows  forms  of  go\ernment  and 
principal  exports  of  the  British  Ter- 
ritories in  .Africa.    Illustrated. 
Maps  of  Britain  -  81/^"  x   13"  line 
maps,  set  of  6,  (Free) .    BIS. 

Intermed..  Jr..  Sr.  H.S.,  Col.:  Civ- 
ics, Gen.  Sci.,  Geog.,  Geol.,  Hist., 
Soc.  Studies,  Soc. 

•  Set  of  6  line  maps  of  Britain, 
showing  counties,  physical  features, 
geographical  regions,  populations, 
natural  resources  and  agriculture 
and  industries. 

Map  of  Great  Britain  -  2'6"  x  3'4" 
Color.   BIS. 

Intermed..  Jr..  Sr.  H.S.,  Col..  Cw- 
lis.  Gen.  Sci.,  Geog.^  Geol.,  Hist., 
Ind.  Arts,  Soc.  Studies,  Soc. 

•  Map  shows  the  natural  and  in- 
dustrial resources  of  Great  Britain. 
Map  of  Malaya-(Free)  r5"  x  I'lO" 
Color.    BIS. 

Intermed.,  Jr..  Sr.  H.S.,  Col.;  Civ- 
ics, Commercial,  Geog..  Geol., 
Hist.,  Soc.  Studies^  Soc. 

•  Map  shows  the  British  colonies  and 
protected  States  and  principal  prod 
nets. 

Scenic  Posters  of  Britain  —  set  of  6, 

1'8"  X  2'6",  Sepia,  (Free)   BIS. 
Intermed.,  Jr.,   Sr.    H.S.,   Col.. 
Adult:  Civics,  Clubs,  Eng.,  Lang. 
.Arts,   Geog.,   Geol.,  Hist.,  Soc. 
Studies,  Soc. 

•  A  set  of  6  sepia  posters  on  the  fol- 
lowing subjects:  Houses  of  Parlia- 
ment, St.  Paul's  Cathedral,  Ludlow 
Castle,  Shakespeare  Memorial  Thea- 
tre at  Stratford.  Queen  Mary  Dock- 
ing at  Southampton,  Gas  from  Coal. 

Excellent  Map  Sources 

•  New  maps,  charts  and  globes  of 
the  following  concerns  will  be  listed 
in  these  pages  next  month: 

1.  George   Cram   Co.,    Indianajiolis. 

2.  Denoyer-Geppert    Co..   Chicago. 
.'5.  .\.  J.  Nystrom  Co.,  Chicago.  111. 
4.  Rand  McNaliy  Co.,  Chicago  and 
New  York. 


INVENTORY     38 


THE  BEST 


from 


THE   BEST 

IDUCATIONAL 
:|LM    PRODUCERS 


Academic  Films 

Academy  Films 

Arthur  Barr  Productions 

British  Information  Service 

Castle  Films 

Coronet  Instructional  Films 

Dudley  Productions 

Encyclopedia  Britannica  Films 

Films  of  the  Nations 

Frith  Films 

Knowledge  Builders 

March  of  Time 

National  Film  Board  of  Canada 

Official  Films 

Pictorial  Films 

Simmel-Meservey  Films 

Teaching  Films,  Inc. 

United  States  Government  Films 

Vocational  Guidance  Films 

Young  America  Films 


AVAILABLE   FOR    RENTAL 

Nr\\e    for    our    new    Educational 
Catalogue 


IDEAL 

PICTURES 

CORPORATION 

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Offices  in  Principal  Cities 


NEW  MOTION  PICTURES 
FOR     SOCIAL     STUDIES 

Mission  Life—  (15  niin.)  Sound. 
B.K.W.    Rental,  S2.50.    IPC. 

•  This  picture  presents  life  on  a 
mission  in  Spanish  California.  It 
includes  many  of  the  activities  of 
the  time,  such  as  adobe  brick  mak- 
ing, threshing,  candle  making,  grind- 
ing of  grain,  tortilla  making,  weav- 
ing, and  the  preparation  of  hides. 
Placer  Gold—  (10  min.)  Sound. 
H.&.\V.    Rental,  $1.65.    IPC. 

Intermed.,  Jr..  Sr.  H.S.:  HisliDw 
Social  Studies. 

•  This  film  shows  how  gold  was 
rcc()\ered  bv  the  primiti\e  gold  pan, 
cradle  and  sluice  box  known  to  the 
Californians  of  '49. 

The   Seashore—  (10   min.)     Sound. 

Color.    Rental.  53.85.    IPC. 

Intermed,  Jr.,  Sr.  H.S.:  Gen  Sci- 
ence, Biology. 

•  This     film     brings     the     typical 
marine  and  plant  life  of  our  western 
Pacific  seashores  to  the  classroom. 
Trucking— (10  min.)   Soiuid.    B.&W. 
Rental,  S1.65.    IPC. 

Intermed..  Jr..  Sr.  H.S.:  Social 
Studies.  Commerce.  Transjjorta- 
tiun. 

•  This  film  shows  the  importance 
ol  motor  trucking  to  our  .American 
life.     Special    emphasis    is   gi\en    to 

,  livestock   hauling. 

All  of  the  abo\e  Arthin-  Barr  Pro- 
ductions ,and  others)  are  nationally 
distributed  by  Ideal  Pictures  Corpor- 
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cities. 

Selected  for  Youngsters 

Circus    .A.nimals— (10    min.)     Color 

575.00.  Academy 

Prim.,  Intermed.:  Reading  Readi- 
ness, Soc.  Studies,  Lang.  Arts. 

•  Elephants,  ponies,  zebras,  show 
horses,  and  seals  are  pictured  in  this 
film.  The  chief  character.  Jumbo,  a 
large  elephant,  pulls  wagons,  unloads 
a  tent,  etc.,  drinks  and  then  is  clean- 
ed and  dressed  in  his  colorful  circus 
blanket.  Shorter  scenes  show  camels 
and  horses  being  groomed  and  di- 
rected in  some  of  their  circus  activi- 
ties. The  film  closes  with  a  parade 
of  circus  animals  and  people.  Bril- 
liant color,  good  pace,  and  fine  sound 
track,  .\nothcr  film.  Circus  People, 
is  offered  in  this  series. 


WATCH  FOR  THEM! 
THE  NEW  DeVRYS 


Designed  and  built  to  the  exacting 
specifications  of  audio-visual  specialists 
v/ho  asked  for  a 

professional  16mm. 
sound-on-film  projector 
for  the  Salesroom, 
Classroom  &  Auditorium 

The    newest    DeVRY    projector    is: 

(1)  SMALL  — 

Compact  as  a  portable  typewriter 

(2)  LIGHTWEIGHT  — 

Easy  to  carry  as  a  portable  radio 

(3)  TOP    QUALITY  — 

Finest  of  materials  and  workmanship 

(4)  PRICED    RIGHT  — 

Fits  the  most  modest  budget 

DeVRY  engineers  designed  them. 
DeVRY  craftsmen  built  them.  These  beau- 
tiful, efficient  and  durable  I6mm.  sound- 
on-film  projectors  reflect  DeVRY's  more 
than  3-i  years  of  motion  picture  equip- 
ment inventive  and  development  experi- 
ence. Into  them  has  gone  the  same  crafts- 
manship that  builds  DeVRY  33mm. 
projectors  and  amplifiers,  which  are  doing 
so  much  to  produce  "the  perfect  show"  in 
the  world's  finer  theaters. 

These  new  DeVRY  professional  l6mm. 
sound-on-film  projectors  are  on  the  way 
to  you.  Watch   for  them.  Wait   for  them. 

DeVRY  Corporation  SHJ-DIO 

1111  Armiloge  Aver.ue 
Chicogo   14,   Illinois 

Send  me  without  obligotion,  lotest  informolion 
on  DeVRY  16mm.  Projection  Equipment. 


Uane_ 


SWCIAUSTS  IN  MOnON  PICTURE  eOUIPMCNT  SINCE  1913 


INVENTORY     39 


TO    CHOOS^>^'ND    USE  .AUDIO-VISUAL   TEACHING    M ATE.-RI AL^ 


FOUR  NEW  HEALTH 
&  HYGIENE  FILMS 

The  BRAY  STUDIOS,  INC.  have  just  com-  

pleted  and  now  offer  the  following  films: 

THE   HUMAN   THROAT 

1  reel  sound     Rental  $3.00       Sale  $50.00 


Anatomy  and  Function  of 
larynx  and  pharynx  are  de- 
scribed in  detail.  Actual  pho- 
tography shows  vibration  of 
vocal  cords.  How  food  and 
air  are  directed  into  their 
respective  channels  by  the 
closure  of  the  larynx  during 
swallowing  is  fully  demon- 
strated. 


THE    HUMAN    SKIN 
1  reel  sound     Rental  $3.00       Sale  $50.00 

Functions  and  anatomical 
structure  of  the  skin  are 
shown  in  full  detail  by  abun- 
dant animated  drawings. 
The  role  played  by  the  skin 
in  the  regulation  of  the  body 
temperature  is  an  important 
feature.  The  permanency  of 
fingerprints  is  explained. 
Care  and  cleanliness  are 
urged  for  the  preservation 
of  the  natural  beauty  and 
health  of  the  skin. 


1  reel  sound 


OUR   FEET 
Rental  $3.00 


Sale  $50.00 


Photographs  and  animated 
drawings  show  the  anatomy 
and  the  functioning  of  the 
foot  as  a  means  of  propul- 
sion and  a  bearer  of  weight. 
The  longitudinal  and  trans- 
verse arches  are  described 
with  their  funaional  pur- 
poses. The  walking  step  is 
analyzed  showing  mecha- 
nism of  weight  support  and 
propulsion.  The  effect  of 
sound  feet  upon  general 
health  is  emphasized. 


KIDNEYS,   URETERS   and 
1  reel  sound     Rental  $3.00 


BLADDER 
Sale  $50.00 


The  important  anatomical 
features  of  the  kidneys,  ure- 
ters and  urinary  bladder  are 
depicted.  Animated  draw- 
ings describe  the  functional 
relationships  of  each,  also 
the  process  of  urine  forma- 
tion and  elimination  of 
waste  matter. 

Write  For  NE)V  Complete  Catalog 

THE  BRAY  STUDIOS,  inc. 

729  Seventh  Avenue  New  York  19,  N.  Y. 


General   Interest   Film   Sources 

A\'.\.sr  resource  of  general  interest  films,  useful  in 
iiian\  aieas  of  the  curriculum  and  widely  used  foi 
auditorium,  club  and  similar  program  purposes,  h;i- 
not  been  included  in  this  first  section  of  our  See  &  He.xu 
Inventory  effort. 

The  English  class,  music  and  art  appreciation  group, 
and  dramatics  class  as  well  as  clubs  and  student  activity 
organizations  should  be  particularly  interested  in  the 
materials  available  from  this  source. 

Our  best  advice  is  that  vou  obtain  complete  catalogs 
of  the  principal  sources  of  such  films.  The  following 
list  will  be  especially  helpful: 

Association   Films,   347    Madison   Ave.,   New   York    17.    Offices    in 

Chicago.  San  Francisco  and  Dallas. 
Astor  Pictures  Corporation,  \S0  W.  46lh  St.,  New  York  19. 
Castle   Films,  Div.  of   United  ^Vorl(l   Films.  Inc.,  30  Rockefeller 

Plaza.  New  York  20. 
Commonwealth  Pictures  Corp.,  729  Seventh   Ave.,  New  York  19. 
Eastin  Pictures  Co.,  Davenport.  Iowa. 
Films,  Incorporated,  330  W.  42nd  St.,  New  York  18.    Offices  in 

Chicago,    Portland,    Dallas,    Atlanta,    Los    Angeles    and    San 

Francisco. 
Film   Guild  of  America,   209   W.   Jackson   Blvd.,   Chicago  6.    Dis- 

tributoi    for   Official   Films. 
Film  Highlights,  Inc.,  330  W.  42nd  St.,  New  York  18. 
Hoflberg  Productions,  Inc.,  620  Ninth  Ave.,  New  York. 
Ideal  Pictures  Corporation,  2.'f  E.  Eighth  St.,  Chicago  5.   Offices  in 

17  otlier  principal  cities. 
International  Film  Bureau,  84  E.  Randolph  St.,  Chicago  1. 
Nu  Art  Films,  Inc.,  145  W.  45th  St.,  New  York  19. 
Official  Films,  Inc.,  25  W.  45th  St..  New  York  19. 
Pictorial  Films,  Inc.,  625  Madison  .\\e.,  New  York  22. 
Post  Pictures  Corp.,  723  Seventh  .Avenue,  New  York  19. 
United  World  Films,  Inc.,  445  Park  Avenue,  New  York  22. 


PillL  HOEFLER 
PRODUCTION 


^te^eti^^ 


PAUL  HOEFLER  .  .  . 

F.  R.  G.  S.,  explorer, 
naturalist,  author, 
lecturer,  producer 
of  "Africa  Speaks" 
and  other  notable 
motion    pictures. 


YELLOWSTONE 

AND    THE 

GRAND  TETONS 

22  mm. -5150.00 


TUNA  FISHING 

11  mm.-S75.00 

TUNA  PACKING 

11  mln.-$75  00 


Ever  since  Paul  Hoefler  produced  the 
first  l6mm  color  and  sound  motion 
picture,  his  work  has  been  distin- 
guished for  photographic  excellence, 
high  sound  fidelity  and  accurate,  in- 
teresting presentation.  Preview 
prints  of  current  releases,  in  /«//  col- 
ijr  and  sound,  are  available,  charges 
prepaid.  Print  prices  include  reels 
and  cans. 


Western  Air  Trails  NO.  1:  Mag- 
nificent ground  and  aerial  scenes  of 
old  Taithful,  Grand  Canyon  of  the 
Yellowstone  and  other  natural  won- 
ders; wild  life,  lishing  and  dude 
ranching. 


Companion  teaching  films  of  unu- 
sual merit,  high-lighted  by  exciting 
fishing  scenes  aboard  tuna  clippers 
in  Central  American  waters,  plus 
the  complete  tuna  packing  process. 


PAUL  HOEFLER  PRODUCTIONS 

*^'^      Salc"D1vision-612y,  So.  Ridge.ey  Dr.ve 


54 


SEE    &     HEAR 


Educational   Recording  Sources 

BEtiALJSE  ol  space  liniiiaiions.  a  lull  lisiiiig  oi  New 
Materials  in  the  field  ol  idiiratioiial  recordings 
has  been  held  over  lor  special  aiieiuion  in  a  lortluoiii 
ins;  issue.  Ralhei'  than  (Ul  or  dilele  these  listings,  we 
L;i\c  \ou  this  round  up  ol  priuKUA  sources.  This  will 
also  he  ani|)lilied  in  (()nsiderai)le  delail  when  the  full 
In\enloi\   is  piisented. 

The  well-balanced  audio-visual  |)rograin  includes 
pleiHs  ol  attention  to  sound  materials  as  well  as  visual 
tools.  1  hese  "readv-made"  programs  provide  excelleni 
bai  kgroiuul. 

Remember  that  )oiir  local  record  shop  is  also  a 
source  of  good  classroom  materials— but  only  of  78 
ijini  reiordings.  Ihc  slow-speed  (33-1  3  rpm)  discs 
iiiaile  lo  oriler  for  educational  use  are  distributed  only 
l)\  these  special  sources  or  i)\  their  distributors: 

Biisadier,  Van  Norden,  &  Staff,  Inc.,  IVlroliuin  Blcig.,  Los  Angeles. 

Calitoiiiia 
Coluniliia     Broadcasting    System,     Educational     Dcpaitmciil,    48.') 

M;ulis(.M   Ave.  New  York  22.  N.  Y. 
Federal   Radio  Education  C.ominictee,    I'.  S.   OfTice  of   Education, 

Wasliinglon.   D.  C. 
Lewellcn's  Productions,  .S  ,S.  Michigan  Me.,  Chicago  3.  111. 
Linguaphone  Institute,   13  RC..\   BUtg..  New  York  20,  N.  Y. 
Popular  Science   Publishing   Co.,    Audio-Visual,   353   Fourth    Ave., 

New  ^oik  10.  NY. 
New  York  I'niversity  Film  Library,  Recording  Division,  26  Wash- 

ingioM   IM.uc.  New  ^olk  3.  N.  Y. 
Radio  Arts  Guild,  Wilmington.  Illinois 
Radio  Coqjoration  of  America,  Educational  Department,  Camden. 

N.   J. 
Training  .4ids,  Inc.,  7414  Beverly  Road.  Los  .Angeles  36.  Calif. 
Decca  Records,  see  your  local  record  shop. 


A  complete 
for  Schools  and  Colleges 


for  new  or  old  films  .  .  . 

ASK  US  FIRST 


We  have  an  up-to-the-minute  record  of  virtually  all  educational  films 
available  in  the  United  States  and  Canodc.  Thousands  of  these  pic- 
tures are  right  here  in  our  own  library  ready  for  rental  or  purchase. 
If  we  do  not  have  the  film  you  wont  we  will  tell  you  where  you  con 
get  it. 

AsW  us  first  and  save  time 

international  Film  Bureau,  Inc. 

84  East  Randolph  Street,  Chicago  1,  Illinois 


CONSULT   SEE   &   HEAR    ADVERTISERS   ON    YOUR   NEEDS 


HERE  IS  A  MUST  for  your  film  library  ...  a  unique  color  fifm 
presented  in  a  refreshingly  new  film  technique  ...  a  film  about  the 
imaginary  lines  which  divide  people  from  each  other  .  .  . 


LINES  OF  FEAR! 
LINES  OF  POSSESSION! 
LINES  OF  COLOR! 
LINES  OF  GREED! 

For  rental  at  nominal  costs  consult  your  Film 
Rental  Library  .  .  .  For  purchase  write  us  for 
a  list  of  our  dealers  in  your  area. 

Produced  by 

International     Film     Foundation, 

JULIEN    BRYAN,   Executive   Director 
1600     BROADWAY  NEW     YORK     19, 


Inc. 


N.   Y. 


SEPTEMBER.   1947 


RHMtltX^I 


55 


,OW    TO    CH00S5--Jt'ND    USE  .AU  D  lO-VISUAL    TEACHING    MATE/RIALS-^ 


VISUAL    EDUCATION    IN 


MATHEMATICS 


•  CIRCLE    CLUB    KIT 

Thirty-one  "flash"  cards  ( 17"x 
19'^)  printed  in  bright  colors. 
One  side  shows  the  number 
being  studied;  the  reverse  all 
the  combinations,  both  multi- 
plication and  division,  which 
make  that  number.  A  color 
filmstrip,  manual,  charts  and 
work  books:  $25.00.  (With 
two  black  &  white  test  film- 
strips    $28.50) 

•  CIRCLE    CLUB    TEST    FILMS 

One  thirty-one  frame  color 
filmstrip  (from  the  CIRCLE 
CLUB  KIT),  two  twenty-five 
frame  black  &  white  test  film- 
strips  and  teaching  manual. 
Suitable  for  upper  levels. 

$10.00 


HUGHES  EDUCATIONAL  KITS 
1640  CONNECTICUT  AVE.,  N.  W. 
WASHINGTON      9,      D.     C. 

CONSILT  SEE  iL    HEAR   ADVERTISERS 

FINEST  in 

EDUCATIONAL 

FILMS 

"MEET    THE    PEOPLE"  .  .  . 

The  first  two   of  a    new   educa- 
tional    series    (available    about 
October    1) 
"The  People  of  Yugoslavia" 

1    reel,  sd.  color  $75 
"The  People  of  Guatemala" 
1   reel,  sd.  color  $75 


Available  now: 

Two  excellent  Marine  Life  films. 

"NO  VACANCY"  —  The  life  of 
"Herman"  the  battling  hermit 
crab,  done  in  microphotography 
-  200  ft.  color,  sd.,  $40. 

"SEASHORE  WONDERLAND"— 

A  microphotography  revelotion 
of  big  city  life  under  the  sea. 
1    reel,  color,  sd.,   $75. 

Kenneth  L.  Hoist,  Inc. 

6404     Hollywood     Blvd 
Hollywood     28,     Calif 


OTHER  TEACHING  FILMS 

THREE  GOOn   HEALIH  SI  BJECTS 
It  Doesn't  Hurt— (^10  min.)    Sound; 
15.&.-\V.  §45.00;  color,  §75.00.    GIF. 

Primary,     Intermediate :     Healtli, 

Physical  Ed. 

•  George  learn.s  the  hard  way.  .\ii 
imaginary  character.  Molar  I.  Decay, 
works  on  George's  neglected  teeth 
l)ut  is  routed  by  \igorous  applica- 
tion of  a  tooth  brush.  A  kindly 
ilentist  repairs  the  damage,  and 
George  resolves  to  take  better  care 
ot  his  teeth  in  the  future.  Sound 
health  rules  are  simph  gi\cn.  lor 
all  children  to  follow. 

I  Never  Catch  a  Cold— (10  min.) 
Sound;  B.&;\\'.  S45.00;  color,  S75.00. 
GIF. 

Primary,     Intermediate;     Heallli. 

Physical  Education. 

•  "I  never  catch  a  cold!"  boasted 
young  George— but  he  sang  a  differ- 
ent tune  when  the  gang  found  him 
sick  in  bed  on  the  dav  of  the  big 
sandlot  game.  By  the  time  the  pic- 
ture ends  he  has  learned  a  lesson 
he  will  not  forget— nor  will  juvenile 
;uidiences. 

Joan  Avoids  a  Cold—  (10  min.) 
Sound.  B.SjW.  S45.00.  color,  875.00 
GIF. 

Primary,    Intermediates:    Health, 

Physical  Ed. 

•  This  is  the  story  of  a  boy  who 
violated  the  rules  of  good  health  ard 
caught  a  cold,  and  of  a  girl  who 
observed  them  and  didn't.  It  is  told 
in  terms  a  young  child  can  easily 
grasp  and  retain.  The  need  tor  co- 
operation between  teachers,  parents, 
and  school  health  aiuhoritics  in  re- 
ducing the  ninnber  of  colds  among 
children  is  stressed.  Supervised  bv 
Mary  Greer,  Winnetka  (111.)  Schools. 

A   Film   For   Geography 
The     Mighty     Columbia     River    — 

(1    reel)     B.kw.    S45.;    Color,   .S75. 

( loronet. 

Interm.,    Jr.,    Sr..    H.S..    Teacher 
Training;  Geog.  Geol.;  Soc.  Stud. 

•  Our  largest  A\estern  ri\er  and 
one  of  the  world's  greatest  sources 
of  hydroelectric  power,  shows  all  iis 
tremendous  force,  vitality  and  beau- 
ty in  these  '  Kodachrome  camera 
scenes  of  the  giant  Bonneville  and 
Grand  Coidee  Dams,  the  river's  traf- 
fic and  its  industry. 

Editors'  Note:  .-Vnv  subjects  o^■er- 
iooked  in  this  inxeniory  will  be  list- 
ed in  October. 


_^. 


nnounctnt 


f^iid  Printing  of 

HARBOR 
HIGHLIGHTS 

One-reel,  color-sound.  lOmm  educa- 
tional motion  picture,  designed  for 
3rd.  4th  &  ,5th  grade  level.  Film 
teaches  about:  Port  Pilots:  how 
ships  are  navigated  in  and  out  of 
harhor;  Tug  Boats  at  work:  load- 
ing of  cargo  freighters. 

• 

PRICES : 

One  Print  575.00  ea. 

Twn  nr  more  Prints  B9.50  ea. 
Ten  nr  mnre  Prints  65.00  ea. 
BS.W  Prints  40.00  ea. 

• 

Bradley  Clark  Films 

.326  West  Third  Street 
Los  Angeles  13.  Calif. 


COMMONWEALTH  PICTURES 

CORP. 

729  Seventh  Avenue,  NewYork  19,  N.Y. 


I 


SSISTANT  TO 

ORLD'S  FINEST  TEACHERS 


I 


Speeds  Instruction^  Helps 

Learning,  Lightens  Teaching  Loads 


Never  have  American  teachers  done  a  finer  job 
than  they  are  doing  now.  With  school  and  col- 
lege enrollments  at  all-time  high  leveb,  they  are 
canying  the  hea\iest  loads  in  the  history'  of  our 
school  system. 

Filmosound  motion  pictures,  used  as  an  aid  to 
personal  teaching,  are  helping  thousands  of 
teachers  handle  today's  large  classes  effectively 
...  by  lightening  the  teaching  load  and  sp>eeding 
instruction.  In  fact,  research  studies  have  proved 
that  students  learn  40 '~^  more,  faster,  when  an 
audio-\"isual  program  is  an  integrated  part  of 
the  curriculum. 


For  such  a  program,  the  nation's  leading 
schools  and  colleges  have  long  preferred  Fihno- 
sound,  the  Bell  &  Howell  16min  sound-film  pro- 
jector .  .  .  because  Filmosound  assures  profes- 
sional-quaUty  jjerformance.  And — so  imp>ortant 
for  school  ser^nce — Filmosound  is  simple  and 
mistake-proof  in  operation,  easy  to  maintain, 
and  completely  dependable. 

No  assistant  to  the  teacher  can  bring  you  finer 
references.  Write  today  for  Filmosound  Ulustra- 
ted  literature  to  Bell  &  Howell  Company,  71SJ 
McCormick  Road,  Chicago  45.  Branches  in  New 
York,  Hollywood,  Washington,  D.  C,  and  London. 


4  Mil  ^;. 

\«iiiir»Ea$«iT> 


BelffWoi%T^Il 


OW    TO    CHOOS^^-'JTND    USE  ..AU  D  lO-VISUAL   TEACH  ING    MATE-RflALS 


In  The  SIcy  series,  367  lighted  pictures  in  slidefilm  form  are  organized 
Into  20  units  on  elementary  astronomy.  They  are  closely  correlated  with 
later  elementary  and  junior  high  school  science  textbooks. 
The  367  nghfed  pictures  with  accompanying  text  build  concepts  of  the 
stars  the  solar  system,  the  moon,  and  how  we  find  out  obout  the  sky. 
The  student  sees  their  relationship  to  the   earth   and  to  one  another. 

The  Sky  series,  with  its  controlled  vocobulary  and  interest  appeal,  makes 
on  excellent  reading  tool  in  the  later  elementary  grades.  Each  slidefilm 
has  been  carefully  planned  and  produced.  Each  has  been  tested  in  actual 
classroom  practice. 

•  •  • 

niese  films  may  be  purchased  through  our  nationwide  dealer  organization. 


NOW    RIADY    FOR 


INSTRUCTORS 


THE  SKY 
Series 

THIRD  UNIT  IN  THE  SCIENCE 
ADVENTURES  SERIES 


JAM  HANDY 


LIGHTED  PICTURES 

CLASSROOM-TESTED 

7  SLIDEFILMS 

$31-50 


THE  JAM  HANDY  ORGANIZATION,  2821   East  Grand  Blvd.,  Detroit  II,  Miehigon 

Please  enter  my  order  for  the  Slidefilm  Kit-Set  "The  Sky"  Series.  D     P"«  fof  ''"g'*  *"■"'  »*-50 

Please  send  catalog  Q  and  additional  information  os  follows:^ 

.,  Position — 

Name 


Orgonizotion_ 
City_ 


_Address- 


_Zone_ 


„__Sfate_ 


Prices  f.o.b.  Defroif— sub/ect  to  change  without  notice. 


See  §  Hear 

INTERNATIONAL  JOURNAL  OF  AUDIO-VISUAL  EDUCATION 


fpURDUKliNWERSin 

J      OCT  20  ly^/ 


i  L  n 


L  !  B  K  aRY 


VISUAL      EDUCATION      DEALER 


TEACHER       AND       STUDENTS 


October  vJ947 


AUDIO-VISUAL   PROGRAM   STANDARDS 


OW    TO    CHpOS]^>^ND     USE  .AU  D  lO-VISUAL   TE  AC  H  ING    M  ATE/K'fA  L^-^^ 


a^oAe^^^ 


HERE  IT  IS! 

A  PROJECTOR  SPECIFICALLY 
DESIGNED  FOR  YOUR  CLASSROOM 


THE 


^. 


ecc^ 


VICTOR  "UTE-WEIGHf 

16mm    SOUND    MOTION    PICTURE 
PROJECTOR 


For  The  First  Time  a  quality  sound  motion  picture  pro- 
jector has  been  designed  for  classroom  use  —  a  marvel 
in  portability,  simplicity  of  operation,  and  versa- 
tility; and  at  no  sacrifice  of  brilliant  illumina- 
tion or  famous  Victor  mechanical  features. 
Write  today  for  the  attractive  Victor 
"Lite-Weight"  booklet. 


SINGLE  UNIT  CASE 
COMPACT 

SIMPLE  TO   OPERATE 
PRICE     -     ^375E 


For  the  first  time  tiere  is 
Wall<-Away  Portability 


and  the  VICTOR  "Triumph  60" 

continues  to  be  the  most  popular  16mm  sound 
motion  picture  projectorfor  the  school  auditorium 
and   for  larger  audiences,  indoors  or  outdoors. 


A    DIVISION    OF    CURTISS-WRIGHT    CORPORATION 

Dept.  Z2,  Home  Office  and  Factory:  Davenport,  Iowa 

New  fork  •   Chicago  •  Distributors  Throughout  the  World 

MAKERS     OF     MOVIE     EQUIPMENT     SINCE     1910 


4  NEW  Aids  to  Learning 
4  NEW  Aids  to  Teaching. 


4  NEVy  EBFILMS! 


3>ee  any  of  these  new  Encyclopaedia  Britannica  Films, 
and  you'll  quickly  understand  the  success  of  these  classroom 
films  as  core  curriculum  material. 

Or,  better  still,  observe  an  actual  classroom  showing. 
Notice  the  intense-  interest  of  the  pupils  as  they  absorb  re- 
liable information  in  an  all-absorbing  way.  Listen  to  their 
keen  observations  and  eager  questions  leading  to  further 
reading  and  study  following  the  film.  You  will  see  how 
EBFilms  help  good  teachers  become  better  teachers. 

EBFilms  are  produced  in  collaboration  with  eminent 
educators  for  use  by  educators.  They  have  but  one  objective: 
to  assist  teachers  in  imparting  to  students  skills  and  facts  as 
well  as  developing  attitudes  professionally  regarded  as  an 
integral  part  of  the  regular  school  curriculum. 

3   EASY  WAYS   TO   OBTAIN    EBFILMS 

1.  Lease-to-OWN  Plan 

2.  Cooperative  Film  Library  Program 

3.  EBFilms  Supplementary  Rental  Plan 

WRITE   FOR  COMPLETE   DETAILS 
AND  LIST  OF  ALMOST  300  EBFILMS 


WOOL  The  complete  jfory  o^  *ooi  trom  the  iheep 
ranch  to  finished  sweoters.  An  excellent  oddition 
to  the  widely  prolsed  EBFilmj  Series  on  common 
ogriculiurol  ond  industrial  products,  ffeiofed 
fSFiJms  that  belong  in  your  film  hbrary:  Poper; 
Breod,  Milk;  Cotton;  Making  Shoes;  Moking  Cof* 
ton  Clothing. 


BUILDING  A  HOUSE  The  octuol  construction  of  o 
home  is  presented  so  skillfully  in  this  EBFtIm  thot 
very  smoll  youngsters  easily  get  a  cleor  idea  of 
this  complicated  process  Relate  EBfifms  for  your 
library:  Making  She>es,  Making  Cotton  Clothing; 
Poper;  Cotton;  Making  Books. 


IIVE  TEDDY  BEARS.  The  cute  antici  ot  the  strange 
little  Australion  bear  (Koolol  delight  small  pupils 
while  greatly  extending  their  scope  of  interest 
and  understonding.  i?e/oted  Fi/mj  you  shouid  own; 
Elephonts;  Animals  of  the  Zoo;  Block  Bear  Twins; 
Adventures  of  Bunny  Rabbit;  Gray  Squirrel; 
Goots;  Horse;  Three  Little  Kittens;  Common  Ani- 
mols  of  the  Woods. 


DRAWING  WITH  A  PENCIL.  The  eminent  ortist. 
Kautsky,  after  making  preliminary  sketches,  se- 
lects his  preference  and  completes  a  charming 
drawing  of  a  shingle-ond-$tone  lodge.  A  thorough 
and  instructive  technicol  demonstrotion,  R^laf^d 
Films  for  your  Jrbcoryr  The  Making  of  O  Mural*; 
Pointing  Reflections  in  Water*;  Brush  Techniques*; 
Pottery  Making;  Plastic  Art;  Modern  Lithographer. 

*Co'or  f^lmi. 


EKCYCLOPAEDIA  BRITANNICA  FILMS  INC. 


20  NORTH   WACKER  DRIVE 


CHICAGO  6,  ILLINOIS 


TWO  NEW  TEACHING  FILMS 


PYTHM^ 


"An  outstanding  contribution  to  the  field  of  music 
education",  say  leading  educators  who  have  viewed 
this  film.  Original  in  its  content,  significant  as  an  effec- 
tive teaching  tool,  this  film  is  the  finest  picture  ever 
produced  to  give  the  child  an  understanding  of  rhyth- 
mic patterns. 


Time:  1 0  minutes 
Elementary  Grades 


$50.00  block  and  white 
I  6  mm  sound 


'^^^— 


STRFNGS 


A  new  approach  to  the  study  of  stringed  instruments 
of  the  orchestra.  Not  only  is  performance  given  by 
skilled  musicians  to  show  tonal  effects,  but  a  visit  to  a 
musical  repair  shop  also  enables  a  study  and  analysis 
of  the  physical  moke  up  of  each  instrument. 

Time:  10  minutes  S50.00  black  and  white 

Upper  Elementory  and  Secondary  Grodes  16  mm  sound 


Send  for  free  catalog. 

TEACHING  FILMS,  INC. 

2  WEST  20TH  STREET,  NEW  YORK  11,  N.  Y. 


EDITORIAL     OF    THE     MONTH 

DURING  THE  WAR  and  following  it,  estimates 
ol  the  increased  use  ol  audio-visual  materials 
and  equipment  is  said  by  reputable  authorities 
uj  ha\e  approached  the  500  percent  mark.  School 
budgets  are  increasing.  Film  additions  are  reaching 
totals  not  anticipated  htur  \ears  ago.  Thinking  teachers 
and  thouglulul  supervisors  are  giving  continuing  seri- 
ous attention  to  the  role  which  audio-\isual  materials 
can  play  in  establishing  and  maintaining  an  enriched 
classroom  experience. 

But  nowhere  is  there  any  evidence  of  suitable  evalu- 
ation measmes  which  can  allow  any  rural  school  or 
urban  scliool,  large  or  small,  to  measure  objectively  its 
status  and  come  away  ^^•ith  a  clear-cut  understanding  of 
how  the  progress  it  has  made  to  a  gi\en  date  c(jmpares 
with  the  complete  program  that  should  be  within  its 
plan  lo  attain.  That  this  dilemma  shoidd  exist  can 
be  cx|jlained  through  the  fact  of  the  staggering  growth 
\\hich  audi()-\  isual  education  has  attained  in  the  last 
ii\e  years. 

Nowhere  in  the  field  of  audio-\isual  education  do 
we  find  an  objectixe  measining  technique  which  is 
comparable  to  Engelhardt's  school  building  standards, 
xvhich  is  comparable  to  Thorndike's  word  list,  which 
is  com|3arable  to  the  American  handwi  iting  scale,  which 
is  comparable  to  the  objective  criieiion  lor  the  evalu- 
ation of  the  textbook.  The  time  has  come  when  those 
who  arc  interested  in  audio-\isual  education  must  be 
\\illing  to  measure  objectiveh  the  status  of  the  existing 
program  and  as  objectively  determine  the  extent  to 
which  inertias  still  lie  in  the  path,  or  opportiuiities 
for  complete  reorganization  or  improxement  of  the 
program  exist. 

It  is  toward  this  goal  —  objective  or  standardized 
measinement  of  existing  audio-visual  programs  in  the 
rural  situation  as  well  as  in  the  luban— that  a  group 
of  fourteen  capable  persons  have  exerted  a  sinnmer's 
effort.  Beginning  with  this  issue.  See  and  Hear  presents 
a  most  significant  professional  opportunity  to  general 
education.  The  w-ork  of  a  nationwide  committee  set- 
ting forth  an  objective  measinement  technique  will 
appear  in  the  next  five  issues  of  See  and  Hear. 

Your  reactions  are  earnestly  sought  because  onh 
through  measurement  can  we  chart  oin-  existing  and 
futuie  course  in  achie\ing  a  learning  en\ironnieni 
which  will  be  in  some  degree  commensurate  with  the 
staggering  lesponsibility  which  education  accepts  in 
I'his  Year  111  ol  the  .Atomic  Age.  —The  Editors. 

*  *  * 

THIS     MONTH'S     COVER 

♦  There  is  an  im|)oriaiu  and  well-deluied  resjionsi- 
i)ility  for  the  proper  and  increased  de\elo]iniein  of 
audi()-\  isual  tools  lor  education  between  the  nianii- 
factiuer.  jjioducer  and  principal  distriijutor  of  films 
and  ec]ui|)ment,  the  specializing  audio-\isual  dealer 
and  lilm  library  (both  educational  and  commercial) 
and  the  classroom  teacher.  The  cover  artist  has  en- 
(lca\ored  to  svTubolize  this  chain  of  responsibility  for 
the  ()(t()l-er  Si  i-  S;  Hl-AR. 


SEE       AND 


1     E    .V    R 


longer  Efficient  Service 


from  the  AMPRO  TREMIER-20 
16mm.  sound  projector 


Here's  the  Inside  Story... 

Ampro  16mm.  sound  projectors  ofter  you 

important  exclusive  design  features  that  assure  longer, 

more  efficient  ser\ice.  The  Triple  Claw  movement, 

for  instance,  makes  for  longer  film  wear.  The  ven,'  fast 

intermittent  means  more  brilliant,  clearer  pictures. 

Ampro  projectors  are  easier  to  service.  Parts  are 

more  conveniently  accessible  for  cleaning  and  adjustment 

...all  replacement  items  are  readily  accessible.  The 

remarkable  records  made  by  Ampro  projectors  in  all 

branches  of  the  U.S.  armed  service — and  with  leading 

industrial  concerns,  educational  institutions,  school 

systems  all  over  the  world  — are  overwhelming  proof 

of  their  superior  performance  under  all  conditions. 

Send  for  circular  — Mai/  coupon  today  for  fully  iHus- 

Iraleii  circular  giijng  delaih.  specificaliom  and  prices  oil  iht 

Ampro  "Premier  20"  16mm.  Sound-oii-Film  Projector. 


New  Brilliance . . .  Extra  Sharpness 

for  filmstrips  and  2x2  slides 

You'll  thrjil  to  the  brillionce  .  .  .  th«  crisp,  new 
cloril>  in  bolh  filmjtripj  and  siidet  when  shown 
on  thii  new   Ampro  Model    ■30-0"   Projector. 
Block, end-whites    ore    more    "controsty"    .    ,    , 
colors  are  richer  as  o  result  of  the  new  con- 
denser system  Ihot  ossures  mojiimum  wti/irotion 
of  ilhmination  from  o  300-wott  lomp. 


;    AMPRO  CORPORATION  anivi/ 

2835  N.  Western  Avenue.  Chicago  18.  Illinois 

Please  send  me  full  details  on  the  Amprosound  "Prcmier-^O" 
I6mm.  Sound-on-Film  Projector.  I  am  also  interested  in: 

O  Amproslide  Model  "".^O-D"    Q  Ampro  'Imperial" 
Dual  Purpose  Projector  Silent  Projector 


•      ^  Amp'o^ 

lie  2')e2' P-ojtcror  Q  Ampro  8mm,  Silent  Pioieoor 

AoJr;;-. 

Cry 

f.i'f 

O  C:  T  O  B  E  R 


19  4  7 


See  §  Hear 

INTERNATIONAL   JOURNAL    OF   AUDIO-VISUAL    EDUCATION 
C  ON  TENTS     rOR     OCTOBER 


See  and  Hear  News-Lettei 11 

Two  Years  After  The  Atom:  a  pirhire 
text  article  by  L.  C.  Caldwell 12 

What  Parents.  Teachers,  l'u|)ils  Tliiiik 
Ahoiit  Au<Jio-\'istial  EiUitation:  by 
Donald    Iiigli 15 

Radio  Kxneriniciu;  Bill  Scott,  Forest  Ran- 
ger:  /)y   I'aii  lietisstiuer  Brokbalmc .  .  .    Hi 

Aiidio-Xisiial  Program  Standards:  by  a 
Xatioiial   Committee   of  Fourteen....    18 

Kodachrome  Slides  in  the  Primary 
Crades:  an  article  by  George  R.  Mon- 


hnentory   of   Neu-   Materials 24 

Rodent  From  Asia  Minor:  a  science  fea- 
ture b\  Elmer  R.  Nelson,  Jr 26 

Toward  Better  Film  Edition:  an  article 
by  Dr.   Virgil  E.  Herrick 27 

For  Better  Home  Living:  an  article  un 
health    habits   by  Ellen   Millman 28 

\  isual  Education  and  College  History: 
a  film  usage  feature  by  C.  V.  Easuin .   32 

Comnrercial  Subject  Teaching  With 
Opaque  Projector:  by  William  C. 
Dubats    36 


PUBLISHED  AT  812  N.  DEARBORN  STREET  -  CHICAGO  10,  ILL. 
by  Audio-Visiml  Publications,  Incorporated 

Earl  M.  Hale,  President  O.  H.  Coelln,  Jr.,  Publisher 

Weaker  A.  Wittich,  Editor  John  Guy  Fowlkes,  Editor 

\VilIiain  Ball.  .4rt  Director 


New  York  Office: 

501  West  113th  Street, 
Robert  Seymour,  Jr.,  Manager 


Los  Angeles  Office: 

3418  Gardenside  Lane, 
Edmimd  Kerr,  Manager 


Nsu*--  'Z  of  \'olume  3.  published  October,  1947.  at  812  North  Dearborn  Street,  Chicago  11).  In  Auciio- 
Visual  Publications,  Inc.  Trade  Mark  Registered  U.  S.  Patent  Office.  Entire  Contents  Copyright  1947. 
International  Rights  Reserved.  Application  for  second  class  matter  pending  at  the  Post  Office.  Chicago. 
Illinois.  By  subscription;  $3.00  for  the  school  year;  foreign  $3.50.  .\ddress  all  adyerlising  and  subscrip- 
tion requests  to  the  Office  of  Publication   in  C^hicago,  Illinois. 


rpHE  FILM  COUNCIL  of  Ameri- 
X.  ta,  meeting  at  Chicago  and  in 
New  York  City  within  recent  weeks 
with  large  groups  ol  slate  educa- 
tional authorities,  commercial  and 
commiinitv  leaders,  is  oil  to  a  (ivinti 
start  on  its  goal  of  350  local  councils. 
A  new  Board  of  Trustees,  includ- 
ing nationally  known  figures  such 
as  Anna  Rosenberg,  Emily  Taft 
Douglas,  .Arthur  (Red)  Motley,  Carl 
Milam,  Bruce  .Mahan  and  Paul 
Reed  is  functioning  under  the  direc- 
tion of  Stephen  M.  Corey.  I  hiirman 
White,  Executi\e  Director  ot  the 
Film  Council,  reports  a  growing 
Hood  of  intpiiries  from  communities 
seeking  to  form  these  groups  as  well 
as  news  of  new  groups  already 
formed   (as  in  Cle\eland) . 

The  regional  meetings  in  Chicago 
and  New  York  were  for  setting  goals 
in  the  thickly-populated  areas  from 
\vhich  state  representatives  attended. 
From  the  reaction  of  these  leaders, 
it  now  appears  more  than  likely  that 
the  minimum  1947  goal  is  well  with- 
in reach.  Information  regarding  the 
Film  Council  can  be  obtained  from 
the  Chicaa;o  office  at  6  W.  Ontario  St. 


Coronet . 


NSTRUCTIONAL  FILMS 


Own  Your  Film  Library  For  Less  Than 
Rental  Charges! 


Show  your  own  films  when,  where,  and  as  ojten 
as  your  students  should  see  them  —  for  as  little 
as  4c  a  day  for  each  film!  Enjoy  the  advantages 
of  frlm  ownership  immediately  for  as  little  as  $12 
a  title  now,  and  as  long  as  four  years  to  complete 
payment. 

Proper  visual  education  procedure  demands 
the  right  film  at  the  right  time — and  often.  Only 
through  ownership  can  your  film-showing  and 
curriculum  coincide  .  .  .  can  the  film  be  given 
proper  preview  for  teacher  instruction,  shown  to 
small  groups  of  classroom  size,  and  repeatedly 
used  for  later  review. 

Now,  through  Coronet's  Lease-Purchase  Plan, 
schools  of  limited  budget  may  enjoy  all  the  ad- 


vantages of  film  ownership  immediately,- for  as 
little  as  $12  per  film  during  your  current  budget 
period.  Payments  may  be  spread  over  as  long  as 
four  years  by  successive  yearly  leases.  Start  your 
own  film  library  now  with  as  few  as  five  Coronet 
titles.  Any  Coronet  subject  may  be  purchased 
under  this  budget  plan.  Select  your  five  basic 
films  now  from  the  catalog  of  Coronet  Instruc- 
tional Films — the  largest,  newest  library  of 
16  m.m.  educational  films  in  sound,  motion,  black 
and  white  and  color.  Write  us  for  further  details. 


Coronet 


INSTRUCTIONAL  FILMS 


CORONET  BUILDING,  CHICAGO    1,  ILLINOIS 


SEE       AND       HEAR 


NOW! 

DUAL  SPEED 

MOVIE-MITE 

For  Both  Silent  and 
Sound  16mm  Films 


The  Improved 

Individual  Classroom 

Projector 


sBu 


£, 


MOVIE-MITE  16mm  Projector 
Weighs  Only  27  :  lbs. 

Single  case  contains  everything 
needed  for  complete  show  —  pro- 
jector, table  top  screen,  speaker, 
cords,  take-up  reel,  and  has  extra 
space  for  lamps  and  incidentals. 

Ideal  for  classroom  showings. 
Larger,  standard  screen  may  be 
used  for  larger  audiences  from  80- 
100  people.  Shows  perfect  picture 
6  ft.  wide  in  darkened  room. 

Write  for  illustrated  folder  giving  de- 
tails .  .  .  also  name  of  Movie-Mite  Au- 
ttiorized  Visual  Aid  Dealer  .  .  .  for 
demonstration. 


This  improved  Movie-Mite  meets  all  demands  for  a  light  weight, 
compact,  efficient  16mm  projector  at  low  cost. 

Movie-Mite  is  made  of  best  qualit}'  die-cast  and  precision  ma- 
chined parts.  Simplicity  is  the  outstanding  feature.  In  threading, 
onl\-  one  moving  part  need  be  operated.  Show  can  be  on  the  screen 
in  3  minutes. 

Reel  capacit)'  2000  ft.  Fast  power  rewind  .  .  .  adjustable  tilt  .  .  . 
quickly  adjusted  framing  device  .  .  .  utilizes  a  single,  inexpensive 
standard  projection  lamp  for  both  picture  and  sound  projection 
...  no  separate  exciter  lamp  necessar)-. 

Universal,  25-60  C)cle  —  A.C.  or  D.C.,  105-120  volt  of>eration. 
Miniature  amplifier  tube.  Convenient  dual  speed  control  switch. 
Mechanism  is  cushioned  on  live  rubber  mounts  for  smooth,  quiet 
operation. 

Durable  plywood  case,  leatherette  covered. 


// 


MOYIE-MITE  CORPORATIOH  »^#r 


1105  EAST  15th  ST. 


KANSAS  CITY  6,  MISSOURI 


()  C:  T  ()  B  E  R 


19  4  7 


WRITE  TO: 


♦  Enc}clopaedia  Britannica  Films. 
Inc.,  20  North  Wacker  Dri\e,  Chi- 
cago, Illinois,  for  your  copy  of  a 
".Sugij;cst(,cl  Plan  for  a  Classroom  Mo- 
tion Picture  Clinic." 

This  ver\  \vorkai)lc  pamphlet  in- 
cludes a  series  of  suggestions  lor  the 
de\elo];nient  of  a  classroom  clinic 
which,  normally,  woidd  touch  ujjon 
the  following  topics:  the  instruc- 
tional \alues  of  the  teaching  film, 
the  organization  and  administration 
of  a  classroom  film  program,  and 
the  selection  and  evaluation  of 
classroom  films.  The  most  important 
section  is  the  one  which  deals  with 
using  the  classroom  film  w-isely.  Pre- 
pared in  cooperation  with  the  Cen- 
ter for  the  Studv  of  Audio-\'isual 
Instructional  Materials  of  the  Uni- 
\ersit\  of  Chicago,  the  pamphlet  is 
well  ■worked  out,  including  soinxe 
information. 

*        *        * 

♦  1  he  British  Information  .Services, 
30  Rockefeller  Plaza,  New  York  20, 
New   York,   for   the   sets   of   pictine 


|)anels  in  the  Geographical  Series, 
which  show  the  political,  economic, 
and  cultural  aspects  of  the  British 
Colonial  Empire  as  follows:  India 
and  C.rc;it  Britain.  British  West  .Af- 
rica, British  East  .\frica,  Cevlon,  and 
Malaya    (other  sets  to  follow) . 

For  information  concerning  maps, 
other  poster  card  sets,  charts  and 
lilnis,  request  the  list  of  "Educational 
.Material  for  Teachers." 


♦  J  he  Netherlands  Inlormation 
Bureau,  10  Rockefeller  Plaza,  New 
\ork  20,  New  York,  for  your  copies 


of    two    33i^' 


posters    which 


graphically  show  the  people  of  tfie 
Netherlands,  their  countr\,  tiieir  in- 
tiustries,  and  their  work.  A  brief 
historv  and  geographical  dcscrijjtion 
of  the  Netherlands  East  Indies  and 
West  Indies  is  included. 


♦  Mr.  S.  G.  McCracken,  Principal, 
Thaddeus  Stevens  and  West  Side 
Elementary  Schools.  New  Castle, 
Pennsylvania,  for  vour  copv  of  the 
report  on  Mr.  McCracken's  stiidx 
on  fitting  available  films  to  the 
stories   in    the   Curricidiim    Founda- 


tion Reading  Series  (Scott,  Foreman 
Company)  . 

Written  in  brief  column  form. 
Colimin  1  lists  the  titles  of  all  stories 
from  each  reader  in  the  order  ol 
their  appearance.  Column  2  tells 
what  the  stories  are  about,  given  in 
the  order  of  prominence.  Colunni 
3  lists  titles  of  films  which  fit  the 
stories.  The  film  assigned  is  not 
alwa\s  one  which  fits  the  jirincipal 
theme  of  the  story,  in  which  case 
the  one  that  is  most  closely  related 
or  applicable  to  the  theme  of  the 
storv  is  chosen. 


♦  Slidefilms  and  Motion  Pictures— 
To  Help  Instructors  is  the  title  of  a 
new  catalogue  of  selected  \  i  s  u  a  1 
teaching  aids  produced  and  distrii)- 
uted  b\  the  School  Serxice  Depart- 
ment of  the  Jam  Handy  Organiza- 
tion. The  booklet  lists  slidefilm  kits, 
sound  slidefilms,  and  educational 
sound  motion  pictures  for  xocational 
training  workshop,  industrial,  and 
classroom  use.  Free  copies  of  the 
catalogue  mav  be  obtained  bv  writ- 
ing to  the  Jam  Hand\  Organization. 
2821  East  Grand  Boide\ard.  Detioit 
1 1.  Michigan.. 


Now  Available  for  Showing  in  Your  Community! 
JULIEN  BRYAN'S  NEW  FILMS 


STUDENTS    OF     INTERNATIONAt     REIA- 

TIONS  ADVISE  WATCHING  ITAtY  DURING 

COMING  MONTHS  FOR  DEVELOPMENTS 

OF  V/ORLD-WIDE  IMPORTANCEI 


o  n 


ITALY 


ARE  YOU  PREPARED  FOR  EXPECTED  PUB- 
LIC INTEREST  IN  ITALY?  WHY  NOT  PLACE 
YOUR  ORDER  FOR  THESE  NEWEST  FILMS 
ON  ITALY  TODAY? 


IN  VIEW  of  the  ever-increasing  importance  of  ITALY  in  international  relations,  the  Inter- 
national Film  Foundation  is  proud  to  present  three  new  Julien  Bryan  documentary  films 
on  ITALY  available  now  in  I6mm  (also  in  35mm)  black  and  white,  sound. 


Artisans  of  Florence 

The  famous  Institute  of  Art  furnishes  the  setting  for 
a  film  which  shows  many  phases  of  Italian  art  and 
handicraft:  ceramics,  sculpture,  drawing,  leather  tool- 
ing, silver  hammering  and  jewelry  designing. 


Bread  and  Wine 

This  film  deals  with  Italian  agriculture  and  the  "mes- 
sadria"  system  of  farming,  the  harvesting  of  grapes, 
cultivation  of  crops,  making  of  bread,  routine  life  of 
the  farmers  and  their  proprietor. 


Italy  Rebuilds 

This  is  a  dynamic  documentary,  valuable  not  only  in  a  historical  sense  as  a  record  of  UNRRA's  contri- 
bution but  valuable  also  for  the  portrayal  it  gives  of  an  Italian  family  and  the  courage  displayed  by 
thousands  of  Italians  in  rebuilding  their  homes,  their  communities,  tfieir  nation. 


FOR  PURCHASE 

Order  from  your 

Visual  Education 

Dealer 


Write  Today  for  Our  Compiefe  List  of  Current  Films 

International  Film  Foundation 

1600   BROADWAY  •  NEW  YORK,    N.   Y. 


FOR  RENTAL 

Order  today  from 

your   Film   Rental 

Library 


SEE       AND       HE    A     R 


IF 


iy 


A  new  equation  in 

^^    modern  teachinc|,. 


TEXTBOOK 


CORREtATeO  riLMSTniP 


An  Ideal  Teaching- Combination 


iBMi 


M 

Tri-Pu 


del 

rpose 


AAA 

Projector 


The  new  S.V.E.  correlated  textbook-filinstrip  program  is  an  ideal 
combination  of  teaching  tools,  a  co-ordination  of  the  printed  page 
and  the  projected  picture. 

These  filinstrips  are  correlated  with  specific  textbook  series,  the 
merits  of  each  medium  being  utilized  to  the  maximum. 

The  textbook  and  the  correlated  filmstrip  are  co-basic.  Each  has 
"its  own  unique  functions. 

S.V.E.  and  the  publisher  are  specialists.  Each  does  the  job  it 
knows  best,  the  publisher  handling  the  editorial  work,  S.X'.E.  the 
technical  production. 

Through  the  combination  of  the  printed  page  and  projected 
pictures,  the  student  assimilates  and  retains  a  substantially  greater 
amount  of  the  textbook  information. 

Correlated  filmstrips  are  ideally  suited  for  use  in  the  individual 
classrooms,  where  visual  education  belongs. 

Several  series  of  the  new  correlated  filmstrips  have  been  com- 
pleted and  are  ready  for  immediate  delivery.  Others  are  in  pro- 
duction. Correlated  filmstrips  for  use  with  the  textbooks  you  are 
now  using  may  already  be  completed.  Be  sure  to  check  the  list  of 
filmstrips  and  the  books  with  which  they  have    been  correlated. 

Address  Dept.  E  38 


SOCIETY     FOR     VISUAL     EDUCATION,    INC 


A    Business    Corporation 


100      EAST      OHIO 


OCTOBER 


19  4  7 


THE  EDITORIAL  ADVISORY  BOARD  OF  SEE  &  HEAR  MAGAZINE 


Roger  Albright,  Motion  Picture  Association 

Lester  Anderson,  University  of  Minnesota 

v.  C.  Arnspicer,  Encycloliaeclia  Britannica  Films.  Inc. 

Lester  F.  Beck,  University  of  Oregon 

Esther  Berc,  New  York  City  Public  Schools 

Camilla  Best,  AVa'  Orleans  Public  Schools 

Charles  M.  Boesel,  Milwaukee  Country  Day  School 

Joseph  K.  Boltz,  Citizenship  Education  Study,  Detroit 

Floyde  E.  Brooker,  U.S.  Office  of  Education 

James  W.  Brown,   Virginia  State  Dept.  of  Education 

Robert  H.  Blrgert.  San  Diego  City  Schools 

Miss  J.   Margaret  Carier.  National  Film    Board 

Lie  W.  Cochran,  University  of  Iowa 

SiEPHEN    ^L   Corey,   University   of  Chicago 

C.  R.  Crakes,  Educational   Consultant,  DeVry   Corp. 

Amo  DeBernardis,  Portland  Public  Schools 

Joseph  E.  Dickman,  Encyclopaedia  Britannica  Films 

Dean  E.  Douglass,  Educational  Dept.,  RCA 

Hfnry   Durr,   Virginia  Stale  Department   of  Education 

(ii.EN  G.  Eve,  University  of  Wisconsin 

I.i'.SLiE  Frve,  Cleveland  Public  Schools 

Lowell  P.  Goodrich,  Supl.,  Milwaukee  Schools 

William  M.  Gregory,  Western  Reserve  University 

John  L.  Hamilton,  Film  Officer,  British  Information  Sen-ia 

Ruth  A.  Hamilton,  Omaha  Public  Schools 

O.   A.   Hankammer,  Kansas  State   Teachers  College 

W.  H.  Hartley,  Towson  State  Teachers  College,  Maryland 

John  R.  Hedges.  University  of  Iowa 

\'IRGIL  E.  Herrick,  University  of  Chicago 

Henry   H.  Hill,  President.  George  Peabody   College 


Charles  Hoff,  University  of  Omaha 

B.  F.  Holland,  University  of  Texas 

^Valter  E.  Johnson,  Society  for  Visual  Education,  Inc. 

Wanda  Wheeler  Johnston,  Knoxville  Public  Schools 

Herold  L.  Kooser,  Iowa  State  College 

Abraham  Krasker,  Boston   University 

L.  C.  Larson,  Indiana  University 

Gordon  N.  Mackenzie,  Teachers  College,  Columbia  Univ. 

Harold  B.  McCariy,  Director  ]VHA,  University  of  Wisconsin 

Bert  McClelland,  Victor  Animatograph   Corporation 

Charles  P.  McInnis,  Columbia    {S.C.)    Public  Schools 

Edgar  L.  Morpiiet,  Florida  State  Dept.  of  Education 

Ervine  N.  Nelsen,  The  Ampro  Corporation 

Elizabeth  Goudy  Noel,  Radio  Consultant,  California 

Francis  Noel,  California  Stale  Department  of  Education 

Herbert  Olander,  University  of  Pittsburgh 

Boyd  B.  Rakestraw,  University  of  California.  Berkeley 

C.  R.  Reagan,  Film  Council  of  America 
Don   C.  Rogers,  Chicago  Public  Schools 

W.  E.  Rosenstencel,  University  of  North   Carolina 
W.  T.  Rowland,  Lexington,  Kentucky,  Public  Schools 
Oscar  E.  Sams,  Jr.,  Interim  Office,  U.S.  Dept.  of  State 
E.   E.  Sechriest.   Birmingham   Public  Schools 
Harold  Spears,  New  Jersey  State  Teachers  College 
Arthur  Stenius,  Detroit  Public  Schools 
Ernest  Tiemann,  Pueblo  Junior  College 
Orlin  D.  Trapp,  Waukegan  Public  Schools 
KiNCSLEY   Trenholme,  Portland    (Oregon)    Schools 
Lelia  Trolinger.  University  of  Colorado 
Paul  Wendt.   University  of  Minnesota 


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RADIANT   MANUFACTURING   CORP. 

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HIS  MANNERS 


Music  Educator's  Film  Series 

Leading  Columbia  Concert  Artists  seen 
and  heard  in  instrumental  concerts  —  ideal 
films  for  music  teaching  and  appreciation! 


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SASCHA 
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P^ano  Film 

Featuring 

selections  by 

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CARROL 
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selections  by 

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VERA 

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MICHAEL 

FIELDS 

Ft'Otiinng 
stlections  by 

Chopin. 
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Made  to  motivate  and  encourage  approved  social 
conduct  in  children.  5  to  14.  A  delightful  com- 
bination of  animated  cartoon  and  live  action,  in 
a  skillfully  written  and  produced  motion  picture. 


Schools  Can  Rent 
Pictorial  Educational  Films 

Dealere  throughout  the  United  States  are 
prepared  to  rent  Pictorial  Educational  Films 
to  schools  on  a  few  days'  notice.  If  you  do  not 
have  the  name  of  the  Pictorial  Filma  dealer  in 
your  community,  please  use  the  coupon  below. 


Pictorial  Films,  Inc.  M-2 

625  Madison  Avenue,  New  York  22,  N.  Y. 

Please  send  me  the  name  of  the  dealer  who  con  supply 
my  school  with  Pictorial  Educational  Films. 


L. 


School — 
Address- 
City 


-Slole- 


Available  for  rental  at  your  NAVED  dealer  or  write  to: 


PICTORIAL  FILMS,  Inc. 

625  MADISON  AVE.,  NEW  YORK  22,  N.  Y. 


OCTOBER 


19  4  7 


1  0 


SEE     AND     HEAR 


NEWSLETTER 


ORGAN  IZA  I  ION"  is  the  kc\- 
iiotc  ol  the  past  several  months, 
what  with  rapid-fire  develop- 
ments in  The  Fihn  Coinuil  of  Amer- 
ica, the  growth  of  the  National 
Association  of  X'isiial  Education 
Dealers  and  the  fine  work  of  the 
Ediitational  Film  Lil)rar\  Associa- 
tion and  the  Department  of  Audio 
X'isiial  Instruction  of  the  NEA.  not 
to  mention  the  long-awaited  depart- 
ment of  visual  information  and  de- 
\elopment  imder  the  able  Patricia 
Blair  within  the  American  Library 
Association. 

Now  comes  tuither  news  of  the 
organization  of  the  "University  Film 
Producers  Council"  as  the  highli<jht 
of  a  four-da\  conference  of  college 
and  university  motion  picture  pro- 
ducers held  at  Iowa,  imder  the 
auspices  of  the  L'ni\ersit\  of  Iowa 
Extension  Division.  Film  produc- 
tion staff  members  from  the  Uni- 
versities of  .Soiuhern  California. 
Colorado,  Indiana.  Iowa,  Minnesota. 
Nebraska.  Oklahoma,  and  the  \"ir- 
ffinia  .State  Department  of  Educa- 
tion, elected  Harris  C.  Moore  of  the 
Uni\ersit\  of  Soiuhern  California 
chairman  of  the  Council  and  Don  G, 
Williams.  Indiana  Unixersitv,  secre- 
tar\-treasiu"er. 

Brief  \otes  on  the  \eu's: 

♦  47,000  students  each  week  listen 
to  the  Minnesota  School  of  the  Air 
broadcasts  over  KUOM.  University 
of  Minnesota  radio  station.  The 
station  recently  completed  its  ninth 
year  of  broadcasting  and  maintains 
a  schedule  of  16  programs  a  week, 
designed  for  in-school  listening. 

♦  Eric  Haight.  president  of  Films, 
Incorporated.  Xew  ^'ork  City,  an- 
noimces  the  appointment  of  Chris- 
tian Heidt  III  as  manager  of  ex- 
change operations,  located  at  Xew 
York  Cit\'. 

♦  .\  S75.00fl  grant  from  the  Carne- 
gie Corporation  is  financing  a  two- 
year  study  of  the  role  of  public  li- 
braries in  promoting  wider  use  of 
non-commercial  films. 

Post  Pictures  In  Merger 
♦    The    merger    of    Post    Pictures 


Ciorporation  and  .\cademic  Film  Cio.. 
Inc.,  was  recently  announced  by 
Harry  Post.  .Milton  Salzburg  and 
Harold  Bainnstone  ha\e  become 
sales  execiuixes  for  Post  Pictines, 
operating  from  new  offices  at  II.") 
West  45ih  Street,  New  \ork  Cif  . 

Announce  American  Film   Registry 

♦  .American  Film  Registry,  a  new 
lonctrn  witli  offices  at  28  F.  )ackson 
I5hd.,  Chicago,  has  recently  pur- 
chased the  DeVry  Corporation  Film 
Division  I6mm  library  according  to 


MicHK.AN  School  Slpfrintende.vts  visit  the 
Camden,  .V.  J.  plant  of  RCA  Victor.  Here 
\V.  H.  Knou'les,  manager  of  the  RCA  Edu- 
cational Sales  Pefmrlment,  demonstrates  the 
nru-  "400"  I6/11111  sound  projector  to  Carl 
M.  Horn  of  Michigan  State  College. 

an  announcement  by  Robert  H. 
Redfield.  AFR  Director. 

.\merican  Film  Registry  plans  to 
serve  schools,  churches,  and  in- 
dustrial organizations  on  the  same 
nationwide  scale  as  did  DeVry  Cor- 
poration. 

Distributes   Curriculum   Films 
♦    The    Jam    Handy    Organization 
is  now  the  exclusive  distributor  for 
Curriculum    Films    in    the    United 
States  and  Canada. 

Under  the  new  distribution  plan 
the  two  organizations  will  be  able 
to  expand  their  visual  aids  program 
for  schools  and  to  make  more  color 
films  available  for  classroom  use. 
Curriculum  Films  has  conducted  ex- 
tensive research  to  determine  the 
fields  in  which  educational  films  are 
needed  and  has  followed  through 
with  the  development  of  new  film 
subjects  planned  under  the  guidance 
of  teaching  authorities. 


Curriculum  slidefilms  now  dis- 
tributed by  The  Jam  Handy  Organi- 
zation include  series  on  secondar\ 
mathematics.  English,  primarx  read- 
ing, histor\,  and  sports,  .\dditional 
lilms  are  being  prepared  for  future 
disiribiiiion    to   schools. 

Complete  information  on  all 
Ciiirriculum  Films  may  be  obtained 
through  The  Jam  Hand\  Organiza- 
tion. 2821  East  Grand  Boulevard, 
Detroit  I  I.  .Michigan  or  Irom  its  dis- 
tiibmoi  in  \<)ur  area. 

Seiv  EB  Films  Warehouse 

♦  New  headciuariers  for  the  Middle 
Western  regional  warehouse  of  E.n- 

CVCLOPAEIJIA  BRir.\.N.\IC.\  FiLMS,  Inc, 

have  been  nio\ed  to  207  S.  Green 
St..  Chicago  7.  Illinois,  according  to 
an  announcement  b\  H.  R.  Lissack. 
EBF  \  ice-president  in  charge  of  sales. 

The  Green  street  address  is  now 
the  office  of  the  Chicago  jirev  icv*- 
and  rental  librarv  of  Enc\clo;3aedia 
Britannica  Films.  .\ll  EBF  prints 
sent  in  for  repairs  and  replacement 
should  be  shi|)|K-d  there  from  now 
on.  Lissack  saitl. 

Britannica  has  established  foiu 
other  rental  and  j^rexiew  libraries  in 
.New  York,  Bostcjn,  Pasadena,  and 
Dallas.  Lissack  emphasized  that  lo- 
cal customers  should  use  the  librarv 
nearest   them.  • 

Best  Teacher  of  1947  was  the  radio  title 
bestowed  on  Miss  Aline  Seal  of  Jackson, 
Mississifypi  in  a  nationwide  contest.  In  ad- 
dition to  a  cash  frrize  of  S2300,  Miss  \eal 
jras  awarded  a  firufrssivnal  DeVry  \6mm 
sound  firojector  hy  W.  C.  lieVry,  president 
<»/  the  fiioueer  eijuifitnent  firm. 


OCTOBER 


19  4  7 


1   1 


HAl 


...Two  years  after 

THE  ATOM 


Currently   Useful 
Materials  for 
Understanding  the  Atom 


Panel  DisrrssioN— />j/orma//on  mtisl  be  released.  Class  discus- 
sion is  one  ii-ideh  accepted  method,  .iiidiovisual  materials  make 
of  these  discussions  more  than  a  succession  of  verbalisms.  By 
heins:  carefully  fnefmred.  n  discussion  panel  can  nuide  the  class 
in  slimulatins:  ihinkins;. 


Impelled  Attention—//  our  schools  are  to  function  in  the 
atomic  crisis,  they  have  the  challenge  and  the  obligation  to 
use  the  techniques  which  will  impel  attention,  stimulate  think- 
ing, and  lead  to  constructive  action  regarding  the  critical  is- 
sues ini'oh'ed. 


Pupil  Guide  Sheet— 7"/if  teaching  plan  used  in  Plane- 
view  was  a  modification  of  the  Morrison  plan,  using 
a  teacher's  plan  for  the  unit,  and  a  pujiil  guide  sheet 
to  suggest  learning  activities,  sources  of  information, 
and  stimulating  questions. 


Weekly  Newsmap— (fcc/ou')  .Another  source  of  information  was 
the  weekly  newsmap.  Short  articles  on  important  world  happen- 
ings, including  items  on  atomic  energy,  u'ere  located  and/ or 
illusfraled.    The  newsnmp  was  a  popular  source  of  information. 


BY 

L.  H.  CALDWELL 

Director  of  .iudio-Vistial  Education 
and  Photography,  Kansas  State 
Teachers  College,  Pittsburg,  Kansas. 


1    2 


Oi'AUl  I  I'KoiiiioK— r/ii/imiii  mill  nihil  o/«i(/iic  iimtirial  iccre 
fnojitlcil  hy  iimiiis  uf  the  opuquc  projector.  This  dcince  is 
particulnrly  useful  for  material  of  which  the  teacher  has  but 
(me  copy. 


Moitox  I'lciURF-S— Ctior/  motion  pictures  arc  iiviiilahle.  </c(i/iiij; 
irith  atomic  energy  and  world  control— or  else.  Pictured  here 
is  an  excerpt  fiom  llie  cartoon  motion  pictuie,  OsK  WoRU)  or 

NONF. 


LsiNG  FiLMSiRip— One  outstanding  series  of  fibiistrips  available 
on  atomic  energy  is  sponsored  by  the  Sational  Committee  on 
Atomic  Information.  The\  portray  effectively  the  alternatives 
faced  by   the  world. 


HtARiNC  tiLWiCRivjioss— Transcriptions  may  be  obtained  from 
local  radio  stations  as  well  as  from  spotisored  and  commercial 
sources.  They  bring  speeches  by  authorities  as  -well  as  dramati- 
zations of  what  the  atomic  problem  means. 


TWO  YEARS  HAVE  PASSED  sincC 
Hiroshima  and  Nagasaki. 
World  control  of  atomic  en- 
ergy continues  to  be  man's  No.  1 
problem.  Many  have  laughed  it  ofE 
as  unimportant  and  have  found 
comfort  in  complacency.  Certain  in- 
dividuals and  groups  ha\e  tried  to 
meet  the  challenge. 

.\n  indication  of  what  one  state 
and  one  school  system  within  that 
state  have  done  with  the  problem  is 
chronicled  herewith.  The  school 
system  I  believe  is  typical.  This 
shows  ho^v  this  school  used  seeing 
and  hearing  aids  to  contribute  to  an 
imderstanding  of  the  atomic  crisis. 
Time  is  short.  We  need  to  use 
methods  which  will  bring  about  a 
true  understanding  of  the  cruciality 


of  the  atomic  problem.  We  need 
methods  which  will  stimulate  young 
people,  and  grownups  too,  to  act 
on   the  knowledge  gained. 

This  account  deals  with  Plane- 
\iew.  Scarcely  a  month  following 
the  dropping  of  the  atomic  bombs 
on  Japan,  a  student  panel  of  the 
Planeview  High  School  conducted 
a  discussion  of  the  implications  of 
atomic  fission  before  the  teaching 
staff  of  the  whole  school  system. 
Further  work  was  done  during  the 
following  year  in  connection  with 
the  school's  program  on  \Vorld  Citi- 
zenship and  Peace.  During  the  sum- 
mer of  1946,  two  members  of  the 
Planexiew  staff  assisted  in  a  work- 
shop* conducted  by  the  Kansas 
State  Department  of  Education   to 


draw  up  a  state  course  of  study  on 
atomic  energy.  These  staff  members 
were  Dr.  Cloy  S.  Hobson,  Director 
of  Curricuhmi,  and  the  author. 

The  product  of  this  workshop  was 
published  as  a  resource  unit  on  the 
control  of  atomic  energy,  designed 
particularly  for  the  twelfth-grade  re- 
quired coui-se  in  .\merican  History, 
but  adaptable  to  other  social  science 
courses.  The  point  of  view  of  this 
resource  unit  is  suggested  by  its  in- 
troductory   paragraphs: 

'■S|)litting  the  atom  has  brought 
mankind  abruptly  to  the  climax  of 
centuries  of  scientific  ad\ance.  It 
has  released  power  so  tremendous  as 
to  baffle  the  intellect.  It  has  upset 
man's   thinking,   both  scientific  and 

(  C  O  N  T I N  f  E  D      ON       PACE       14) 


OCTOBER 


19  4  7 


1  S 


ScilMlIIC  IIIISKISI.—I'i'ominenl  iti  tlie  Planrr'icic  curiiiuliiin  ivrrr 
inetlwils  sujrifcsled  in  various  imili  for  critical  or  scientific  thinking. 
A  comjmrison  of  sources  of  neies  is  illuslriitivc  of  lliis  fAun.  Straight 
lliinliing    is    Jiarlicularly    Jiecess/iry    in    the    ami    of    riloinic    energy. 


t.i.Ass  t.oNf.i.i'sioN-.— /(  i\  niifiiiiiilc  ihiil  conclusions  must  be 
draxtm.  Given  the  information  on  alciric  energy,  a  class 
comes  almost  automatically  to  the  conclusions  above.  The 
crucial  question  is:  "Will  it  be  done— in  time?" 


s()(i:il.  li  lias  ciulril  lor  all  liiiu-  cer- 
laiii  natliiioiial  relationships.  It  has 
<)])riK(l  wvw  \istas  of  ri)nslriKti\e, 
(hiiaiiiic  ( iii/ciiship  aiul  lumian 
progress. 

"If  we  accept  as  a  ■(vorking  basis 
ilic  declarations  of  leaclinji  niinils. 
the  atomic  crisis  poses  the  lollowiiit; 
fnndamental  considerations: 

1 .  The  release  of  atomic  energy 
lias  procUiced  an  actual  and  polcnlial 
destriicti\e  force  dwarfing  anything 
previously  kno^vn.  Hence,  the  need 
is  crucial  that  men  luiderstand  the 
problem  and  agree  on   its  solution. 

2.  There  is  no  secret  lo  the  iLuula- 
niental  scientific  knowledge  of  atom- 
ic fission.  The  time  is  tiiereloie 
short  until  all  men  -may  make  and 
possess  the  atomic  bomb. 

3.  There  appears  no  hope  of  de- 
fense against  the  atomic  bomb.  We 
cannot  find  refuge  in  the  assumption 
that  oiu'  nation  can  find  a  way  of 
escape. 

4. There  must  be  some  lorm  ol 
adeijtiate  control  of  atomic    energy, 

(  C  I)  N   1    1  N  t     1    1)       f)  N        I'  A  C.  I-:        .'i  7  ) 


*  The  director  o£  the  workshop  which 
produced  the  resource  unit  was  Dr.  HilcUii 
Gibson,  of  Ihe  Deparlment  of  I'olilical 
Science  ol  ihc  I  iiiversily  of  Kansas.  I  he 
piojed  was  niulei  llie  joiiu  auspices  of  the 
Sdiool  of  F.dncaiioii.  t  ni\ersily  of  Kansas, 
(ieoifie  15,  Smith.  Dean  and  the  Stale  De- 
|)arliiienl  of  luhicalion.  Dr,  L,  W,  Brooks, 
Superintendent. 

Teclmical  (onsuilaiils  were  t\\o  \ouii,i^ 
nuilear  scientists  formerly  empUned  on  the 
Manhattan  proie<t:  Dr,  David  Hume  and 
Dr,  William  .Vrgersinsier.  holh  of  the  De- 
partment of  Clhcniislry  of  the  I'niversily  of 
Kansas,  Workshop  participants  were:  Roy 
W.  15rowning,  L,  H.  Caldwell,  George  L, 
C'.leland,  Glenn  A.  DeLay,  John  W,  Goering. 
I.vdia  Haag,  Carl  .A.  James.  lila  Leaver, 
Ruth  I.itdun,  Rohcna  I'ringle,  and  H,  \V, 
Scott,  liailiara  I'ord  served  as  research  as- 
sistant  and  secretary   lo  the  woiksliop. 


Ci'RKtNr  M.\(.\zi.Nrs  — 
These  studeiils  are  select- 
iiig  timely  source  mu- 
le rial  dealing  ivith 
alomic  energy.  A  ivide 
selection  of  current  peri- 
odicals is  important. 


R.VDio  Broadcast  —  An- 
other l>n]}il  information 
activity  is  broadcasts  by 
student  fmnels  over  local 
radio  stations.  This  is  an- 
other means  of  bringing 
school  discussions  to  a 
ivider  and  adult  audi- 
ence. The  problem  of 
adult  education  in  atomic 
energy  is  crucial. 


& 


Chart  Wwirwi.  —  Cliarl  material 
ifas  helftful,  jmrtieularly  that  on 
the  Vnited  Xations  and  world  con- 
trol of  atomic  energy.  It  reus  useful 
lor  clear,  bold,  and  grapliic  pre.ien- 
Intioii. 


-  American     ^ 
broadcasting 
^^^'^mpar  -     • 


^d 


M 
\ 


1  4 


SEE       AND       HEAR 


what 

parents, 

teachers 

and  pupils 

THINK  about  visual  education 


TEACHERS  ARE  OFTEN 
concernLcl  with  the  lack  of 
children's  interest  in  their  vari- 
ous classes,  perhaps  even  in  the  social 
studies  field  which  ordinarily  should 
offer  an  array  of  fascinating  possi- 
bilities to  intrigue  the  fancies  of  any 
(hild.  Even  at  the  elementary  level, 
when  children  first  come  in  contact 
with  the  geography  of  tlieir  own 
country  and  that  of  foreign  people, 
teachers  at  times  must  resort  to  types 
of  assignments  that,  while  they  may 
be  of  some  value  to  the  children,  do 
not  develop  naturally  as  a  further 
expression  of  the  children's  interest 
in  a  particular  phase  of  their  geog- 
raphy. How  much  more  desirable  if 
activities  were  to  develop  from  the 
children's  own  interests  rather  than 
from  (issignmeuls  linnded  down  by 
Irachrrs! 

In  an  audio-visual  experiment 
completed  during  the  past  year,  in 
Milwaukee  public  schools,  children's 
the  fourth  and  fifth  grades  of  seven 
iiucrest.  kindled  through  films,  was 
indicated  re]3eatedl\  throughout  the 
experiment.  Beyond  this,  teachers, 
and  even  parents,  became  absorbed 
in  the  film  social  studies  program. 

The  participating  classes  in  geog- 
rapli\  iiuluded  525  pupils  at  the 
oMisei    ol    the  experiment   and  wcic 


By   Donald   Ingli 

Diirtlifi,    A  lulifi'l'isudl    hduiiilimi .    Stair 
Ti-iidwrs    College.    Carbondnle.    III. 

divided  by  grades  into  somewhat 
etjual  sections.  Each  grade  covered 
six  units  of  work  during  the  pro- 
gram with  film  and  non-film  groups 
rotated  upo  nthe  completion  of  each 
unit.  Several  films  for  each  unit, 
teachers'  guides,  and  students' guides 
were  provided  for  experimental 
grou])s.  \o  restrictions  w-erc  [ilaced 
on  non-film  groups,  except  that  thev 
were  not  to  use  the  films  and  the 
students'  guides. 

lioth  objective  and  subjective 
evaluations  were  obtained  through 
the  use  of,  (1)  unit  tests,  (2)  vocabu- 
lary tests,  (3)  teacher  questiomiaires. 

(4)  teachers'  anecdotal  records,  and 

(5)  transcriptions  of  35  class  dis- 
cussions. 

Perhaps  the  best  criteria  upon 
which  to  base  the  succes  of  the  study 
in  terms  of  the  various  interests  de- 
veloped were  the  results  of  the 
teachers'  cpiesiionnaires  completed 
during  the  last  unit  of  study.  Teach- 
ers connnented  on  a  total  of  44  ques- 
tions which  covered  a  very  wide 
range  of  jiossible  outcomes  of  the 
experiment.  In  the  tabulations  of 
351  responses  of  the  9  teachers  who 
|):n  tit  i])ai((l     in     the     entire    study. 


92.9%  of  such  responses  could  be 
classified  as  affirmative,  3.98%  as 
negative,  and  3.12%  could  be  classi- 
field  in  either  category.  Of  the  477 
responses  of  the  12  teachers  who 
jiartiripaled  in  one  semester's  work 
and  who  replied  to  the  (jucstif)n- 
naire  81.6%  of  the  responses  were 
affirmative,  11.5%  negative,  and 
0.9%  were  more  or  less  in  either 
category. 

The  following  ([ucstions  and  com- 
ments exem])lify  the  common  inter- 
est of  ])arents.  teachers  anil  pupils 
in  the  fdm  study: 

Iti  What  ways  do  you  feel  the  film 
program  has  affected  your  teaching? 

1.  "Made  geography  more  ituer- 
csting  to  me  as  well  as  to  the  chil- 
dren. Siiimilalcd  adiviiics  in  oihir 
classes." 

2.  "Have  been  able  to  teach 
phases  of  work  which  i  thought  were 
not  of  nuK  h  interest  to  them  or  with- 
in their  comprehension.  " 

3.  "Made  conscious  of  wonderful 
film  lesources  we  have  and  has 
])r()in])ie(l  me  to  trv  films  in  other 
subjects." 

4.  "This  program  made  my  teach- 
ing easier  in  so  far  as  the  diildren 
shotddered  many  responsibiliiies  in 
oin   rmiiine  work." 

(  (.  ()  N   I   I  N  r  t   I)       ON       PAGE       38) 


OCTOBER 


19  4  7 


1  5 


Here,  rclirfirsiitg  their  lines 
for  the  final  episode   in 
one  of  the  radio  series  are 
members  of   the  cast   care- 
fully   selected    by    Mr. 
Brohlialine   from   anion'^ 
students  and   f)ersonnel   of 
the  \i-(i'  )'in  /:  City  S(  hools. 


RADIO  EXPERIMETVT... 

Bill  Scatty  Farest  Ranger 


By  Van  Rensselaer  Bvokliahne 
I'rotludion   iiianaocr,  WX^'E 


THIS  IS  AN  ACCOUNT  OF 
a  successful  radio  program,  a 
radio  program  made  avail- 
able to  interested  teachers,  first  in 
New  York  City,  and  then  in  other 
]jarts  ol  the  United  States*  The  pro- 
gram ^vas  based  on  the  concept  that 
the  iorests  are  one  of  our  richest 
resources.  Not  only  do  they  bring 
lis  many  of  the  vital  raw  materials 
on  vvhicli  our  society  depends,  but 
they  provide  recreation  and  aes- 
thetic charm;  all  of  these  things  to 
be  guarded  and  protected  by  our 
on-coming  generation  because  it  is 
-ossible  to  instill  in  it  a  true  con- 
cept of  the  value  of  this  greatest  of 
our  natural  resources.  The  series  of 
recordings  concerns  the  study  of 
forestry  and  conservation. 

•Transcriptions  may  he  ^secured  on  a  loan  basis 
by  writing  to  Mr.  C.  W.  Mattison.  Forestry  Edu- 
cation Consultant,  Forest  Service,  Washington 
25,  D.  C. 


But  now,  about  the  creation  of 
the  program:  "Bill  Scott  —  Forest 
Ranger."  Bill  Scott's  career  was  sci- 
entifically and  psychologically  con- 
ceised.  We  even  discovered  the 
kind  of  teen-agers  he'd  like  to  know: 
under-pri\ileged  lads  who  had  to 
work  in  a  summer  camp  as  waiters, 
Sam  and  Joe— one  a  trifle  timid,  the 
other  self-confident.  We  wanted  girls 
to  be  interested  in  oin-  radio  pro- 
gram, loo;  so  we  created  June,  the 
kind  of  pioneering  girl  who  just 
liad  to  be  the  niece  of  Bill  Scott,  a 
forest  ranger! 

Then,  of  course,  came  the  educa- 
tional |)roblems,  difficult  ones,  we 
thought  at  the  time,  such  as  these: 
How  can  we  hold  the  pupil's  inter- 
est? How  can  we,  at  the  same  time, 
assure  the  teachers  that  this  radio 
program  is  worth-while?  How  can 
we  a\()id  the  scnsalionalism  of  other 


radio  scries  and  still  keep  oiu'  hero 
above  reproach?  How  can  we  pro- 
vide both  teacher  aird  pupil  with 
appropriate,  worth-while  and  attrac- 
tive educational  material,  not  now 
always  available  in  textbooks,  and 
\et  of  such  a  natine  as  to  be  valuable 
to  both?  To  what  age  level  should 
vve  aim  the  programs?  What  adven- 
tures, within  the  concept  of  this 
level,  should  we  feature?  What  edu- 
cational aspects  should  we  emphasize 
to  coordinate  with  these  experiences? 
Primarily,  this  was,  and  is,  a  radio 
course  of  study.  Therefore,  what 
can  we  teach  about  forest  conserva- 
tion in  each  of  six  programs?  Sev- 
eral meetings  with  the  officials  of 
the  City  of  New  York  and  the  United 
Slates  Department  of  Agriculture 
produced  these  ideas,  in  the  follow- 
ing ordei': 

Program   1  —  Reforestation 

|)etuaie  oiu"  foiests 
Program  2  —  Proper     logging 

the  same  reason  and  others) 
Program  3  —  Preservation      of 

watersheds    for    irrigaiion, 

control  and  power 
Program  4  —  Lumber    and     its     by 

products 
Program    —Wild  life  in  ihe  Naiion 

al  Foi'csts 
Program  ()  —  Forest  fires  and  conse- 

t|ucnl  loss 


to    per- 


(for 
oiu- 

Hood 


1   6 


SEE       AND       HEAR 


I,  a  laMiiuii,  was  ti'ving  to  Icaiu 
ill  a  few  weeks  wliat  ilie\  had 
learned  in  divers  college  courses  and 
years  of  practical  experience.  To 
this  I  added  a  four-day  trip  through 
the  state  forests  in  New  York  and 
the  national  forests  of  X'ermont  and 
New  Hampshire.  I  saw  just  exacth 
what  Rangers  did,  asked  them  ques- 
tions, watched  them  at  their  work, 
saw  milling  operations,  saw  how 
they  fought  fires  and  a  do/en  other 
things.  In  four  days  I  got  an  in- 
iensi\e  education  on  forest  conserva- 
tion and  its  attendant  ])roblems.  1 
learned,  for  the  first  time  in  my 
life,  the  tremendous  job  these  Forest 
Rangers  are  doing  to  preserve  our 
forests,  to  control  floods,  to  pro\  ide 
power,  to  maintain  wild  life,  to  plan 
irrigation,  to— well,  assure  us  of  all 
those  things  that  make  li\ing  worth- 
while. 

The  provisional  blueprints  for 
the  radio  script  from  which  we 
worked,  however,  bore  little  resemb- 
lance to  the  final  scripts.  Action  was 
cha..ged,  not  once  but  several  times: 
the  lessons  Bill  .Scott  would  teach 
were  sometimes  revised,  while  the 
educational  material  proyided  for 
the  teachers'  packet  and  Bill  Scott's 
.Scrapbook  was  reshuffled,  I  suspect, 
at  least  a  half  dozen  times.  But  at 
least  we  now  had  Bill  Scott  where 
we  wanted  him. 

Finally,  all  our  preparations  had 
been  completed,  one  vveek  before 
Bill  Scott's  debut.  Three  scripts 
were  finished;  the  cast  had  been 
selected  at  AVNYE,  the  New  York 
City    Board    of    Education    Station; 


principals  of  schools  had  received 
preliminary  notices,  seven  hundred 
flit) -six  teachers  had  received  pack- 
ets of  educational  material  arranged 
in  order  for  each  broadcast,  a  count- 
less number  of  Bill  Scott's  Scrap- 
books  was  stacked  in  piles  ready  to 
be  mailed  to  the  pupils  in  New 
York  City.  At  precisely  1:39  on  the 
next  day  over  \VYNE  and  ^VY^C:. 
thousands  of  cliildren  in  the  public 
schools  of  New  York  City  heard  the 
voice  of  Bill  Scott  for  the  first  time, 
the  same  voice  that  manv  other 
children  in  far-distant  cities  and 
towns  are  destined  to  hear  within 
the  months  to  come.  So  that  seems 
to  be  the  picture!  Bill  Scott  is  going 
places   in  seven-league   boots. 

May  I  just  jot  down  these  few 
items  which  may  be  of  interest: 

1.  One  thousand  five  hundred  and 
seventy-six  teachers'  packets  were 
sent  to  the  New  York  Citv  schools, 
of  which  number  eight  hundred  and 
twenty  were  supplied  upon  request. 

2.  Six  thousand  three  hundred 
and  eight  Bill  Scott  Sciapbooks 
were  sent  to  New  York  City  pupils, 
all  on  request. 

3.  The  Forestry  Service  of  the 
United  States  Department  of  Agri- 
culture presented  a  special  award  to 
the  Board  of  Education's  radio  sta- 
tion ^\'NYS,  as  the  station  ended  its 
series  of  six  programs  on  conserva- 
tion entitled  "Bill  Scott,  Forest 
Ranger." 

Well,  that  seems  to  be  about  the 
whole  story  of  Bill  Scott's  pioneer 
ing  days,  starting,  strangely  enough, 
in  the  classrooms  of  a  big  city.  That 


his  early  missions  ha\e  been  success- 
ful, few  will  deny.  M'/()  they  have 
been  is  another  matter. 

Certainly  it  would  seem  that  in 
the  enjoyment  of  high  adventure 
voungsters  will  listen  to  and  remem- 
ber the  admonitions  of  a  hearo  they 
can   all   admire. 

When  Bill  was  created,  it  was 
hoped  that  he  would  be  loved  and 
res])ected  by  his  young  friends.  He 
is  never  involved  in  crime,  he  has 
no  feuds  with  men,  he  covets  no 
power  nor  wealth,  and  yet  is  cou- 
rageous and  kind,  without  being 
namby-pamby. 

Perhaps  that  is  why  every  single 
Bill  Scott  fan  eagerly  listened  to  him 
\vhen  he  said  to  his  niece,  June,  on 
their  last  radio  rendezvous: 

"I  hope  that  you  and  Joe  and 
Sam  have  learned  something  about 
forest  conservation.  It  seems  to  me, 
June,  that  American  youngsters  have 
a    real    responsibility    in    protecting 

(CO.NT  I.N  r  K  D       O.N        PACE       37) 


L 


Before  production    was    begun. 
the  program   authors  spent   four 
days  in  the  woods  and  among 
the  forest  products  industries 
examining    just    what    happened 
and  why. 


Realism   zvas  attained  in   the 
episodes,  dramatic  though  they 
were,   because  they  accurately 
portrayed    the   common    responsi- 
bilities and  ei'cry  day  occur- 
ri'iires  in  the  lires  of  forest  rangers. 


OCTOBER         •  19^7 


1  7 


Audio-Visual     questionnair 

PROGRAM 
STANDARDS 


An  Instrument  for  Evaluating 
An  Audio-Visual  Program 


RECOMMENDATIONS    OF    A    NATIONAL 
COMMITTEE  OF  FOURTEEN  TEACHERS 


TlIK  PRESENT  extensive  expeiuliuiie  made  by  schools 
Ini  ;iii(li()\  isual  cdiKaiion,  hoih  in  terms  of  etjiiipmcnt 
and  supplies  and  in  terms  of  teacher  and  pupil  time, 
makes  it  impeiative  that  some  device  be  developed  to  evaluate 
efrecti\ely  and  direct  these  expenditures.  In  some  instances 
money  has  been  spent  for  aids  which  have  not  been  used 
effectively.  In  which  cases  the  question  becomes,  "What  needs 
to  be  done?"  It  is  often  difficult  to  determine  whether  the 
trouble  is  in  a  shortage  of  |jro|)er  eqtn'pniciit,  in  insufficient 
materials,  in  inadequate  teacher  training,  in  unsuitable  build- 
ing conditions,  in  lack  of  proper  leadership,  or  in  ineffective 
organization  and  management.  VV^c  need  a  means  of  diagnos- 
ing oiu-  local  audio-visual  |)rol)lems  in  order  to  determine  the 
answers  to  these  cpiestions. 

However,  the  "survey  insii  unuiit"  herein  presented  is  de- 
signed to  do  more  than  locate  tiie  trouljle.  In  each  sjjecific 
case  it  is  planned  so  as  to  suggest  that  which  should  be  clone 
to  remedy  each  shortage  or  malpractice.  In  the  case  of  those 
planning  to  institute  an  audio-visual  program  for  the  first 
time,  the  instrument  should  serve  as  a  map  on  which  a  safe 
and  progressively  impro\ing  program  can  be  plotted. 

This  effort  is  a  pioneer  one,  although  it  has  already  i)een 
applied  to  a  numfjer  of  school  situations  ranging  from  the 
one-room  rural  school  to  large  city  systems.  The  validity  of 
the   instruinc'Nt    lies  solely   in    the   experience,   training,   and 


1   8 


I.  PERSONNEL  QUALIFICATIONS 

Does  the  audio-visual  leadership  hax>e: 

1.  Aptitude  for  and  successful  exjierience  in  classrc 
teaching? 

2.  Experience  and  training  in  suf>ervisory  work 
eluding: 

a.  Understanding  of  classroom  teacher's  proble 

b.  Synqjathy  for  the  classroom  situation? 

c.  Helping  constructively  with  classroom  proble 

d.  Determining  the  needs  of  the  classroom  teacl 

e.  Evaluation  of  outcomes  of  the  teaching-lean 
situation? 

3.  Successful  experiences  in  curriculum  planninj 

4.  Training  in  the  field  of  audio-visual  educatioi 
.').  Classroom  experiences  in  the  use  of  audio-vi 
materials? 

6.  Coqtinuing  knowledge  of  audio-visual  mater 
and  equipment? 

7.  Professional  contact  with  others  in  the  fielc 
audio-visual  education? 

8.  Effective  administrative  ability? 

II.  FUNCTIONAL  PERFORMANCE 

A.  Administration 

1.  Have  the  financial  needs  of  an  effective  audio-v 
program  been  made  known  to  the  proper  auihon 

2.  Is  free  communication  possible  and  encour 
between  the  classroom  teacher  and  the  leadershi 

3.  Does  the  classroom  teacher  receive  effective  a 
ance  from  the  leadership  as  needed? 

4.  Is  a  long  range  planning  program  set  up  to 
care  of  future  needs  including: 

a.  Equipment? 

b.  Materials? 

c.  Curriculum  integration? 

d.  Community   resources  and  facilities? 

e.  In-service  training? 

f.  Public  relations? 

g.  Evaluation? 

B.  Supervision 

1.  Is  there  a  planned  in-service  training  progra: 

2.  Do  teachers  seek  the  advice  and  counsel  of 
leadership  sources? 

3.  Is  the  latest  and  fullest  information  on  pi' 
trends  aird  materials  being  made  available  to 
classroom  teachers? 

4.  Is  the  leadership  promoting  cooperative  effort  i 
the  teachers  to  integrate  audio-\isual  materials  i 
the  curriculum? 

5.  Is  there  a  program  supplying  needed  printed  i 
terials,    i.e.   manuals,   catalogs,   for   all    audio-\ 
materials  and  techniques? 

6.  Is  there  a  definite  effort  on  the  part  of  the  adn 
trators,  supervisors  and  principals  to  encouragt 
most  efficient  use  of  audio-visual  materials? 


I 
B 

c 

Z  u. 

-0 

IN    A    FEW 
CASES 

t     1 

1 

wisdom  of  those  who  formnUitcd  it.  It  ori<;i- 
iialcd  as  a  joint  effort  of  fourteen  individuals 
who  were  and  aie  vitally  inieiestcd  in  audio- 
\  JMial  education.  Their  total  teaching  experi- 
ence is  2-13  years,  10  years  at  the  adult  or 
college  level,  60  years  in  public  school  admin- 
istration and  supervision,  85  years  in  second- 
ar\  school  teaching,  and  iS8  vears  in  elcnicn- 
iar\  school  teaching.  1  heir  college  training 
averages  more  than  one  year  of  graduate  work 
al)o\e  the  B..\.  dcgiee.  Their  jjrescnt  teach- 
ing fields  include  rural  school  supervision, 
elementary  school  principalship,  visual  educa- 
tion directorate  for  entire  city  systems  and  for 
imii\itlual  high  schools,  junior  high  schools, 
and  \ocational  schools,  and  classroom  teach- 
ing assiginnents  at  the  primary,  intermediate, 
secondary,  and  college  le\el. 

This  nicasuring  dc\  ice  originated  in  sec- 
tions, each  as  the  work  of  small  committees, 
but  the  first  offerings  were  so  greatly  altered 
by  the  group  as  a  whole,  that  the  final  product 
is  truly  one  representing  the  thinking  of  the 
entire  group. 

It  can  be  used  for  se\eial  purposes.  It  mav 
survey  the  entire  audio-visual  program  in  a 
school  system,  it  may  be  used  to  evaluate  the 
program  of  a  single  school,  or  it  may  be  used 
in  sections  to  appraise  specific  phases  of  the 
]jrograni.  The  section  on  "Utilization"  offers 
an  excellent  opportunity  for  self-appraisal 
by  individual  teachers.  The  part  relating  to 
leadership  may  be  used  as  a  guide  in  select- 
ing an  audio-visual  director.  That  dealing 
^\ith  instructional  materials  may  well  guide 
Ijudget  recjuests  for  the  next  year.  The  section 
involving  equipment  and  building  facilities 
shoidd  enable  the  exaluator  to  determine 
where  equipment  expenditures  will  do  the 
most  good,  and  it  may  be  taken  into  consider- 
ation by  administrators  who  are  j^lanning 
building  programs. 

The  designers  of  this  instrument  of  audio- 
\isual  measurement  plan  for  it  to  show  the 
status  of  any  one  or  all  phases  of  the  audio- 
\isiial  program  at  a  gi\en  time,  and  in  addi- 
tion they  plan  for  it  to  point  out  what  needs 
to  Ix:  done  to  improve  existing  conditions. 
One  can  arrive  at  no  composite  score  that  will 
com])are  his  school  with  another  school.    In- 


stead, the  strong  and  weak  points  are  pointed 
out  individually  and  compared  with  the  opti- 
nuim  level  of  desirability.  The  instrument 
shoidd  be  used  periodically,  present  status  be- 
ing compared  with  preceding  exaluations  and 
new  effort  and  financial  expenditiue  applied 
where  they  will  bring  the  most  worthwhile 
results.    The  hrst  of  five  sections  follows. 

PART  I*  -  EVALUATION  OF 
LEADERSHIP 

♦  Leadership  is  the  over-all  fador  in  an 
audio-visual  program  of  instruction.  The 
leadership  coordinates  effective  utilization, 
proper  selection  and  continuing  evaluation  of 
materials,  equipment  and  method  in  ordei  lo 
better  contribute  to  the  end  of  the  education- 
al process;  namely,  jjupil  growth. 

Leadership  of  an  audio-\isual  program  can 
be  provided  in  any  existing  administrative 
situation.  In  a  rural  area  leadership  can  be 
offered  by  the  supervising  teacher  or  a  com- 
mittee of  interested  teachers  on  the  township 
or  county  level,  depending  on  the  number  of 
schools  served.  In  most  comity  administrative 
plans,  a  full-time  audio-visual  su|)er\isor 
should  be  employed. 

In  the  small  urban  situation,  population  of 
less  than  10.000.  a  part-time  or  possibly  full- 
time  leadership  is  needed.  However,  again  an 
interested  committee  of  teachers,  on  the  com- 
munity level,  can  carry  on  an  effective  pro- 
gram. 

The  large  urban  situation,  over  10,000  pop- 
ulation, needs  a  full-time  director  to  best  carry 
on  an  audio-visual  program.** 

This  leadership  in  turn  will  be  aided  in  the 
immediate  school  situation  bv  a  building  co- 
ordinator, either  part  or  full-time,  or  a  build- 
ing audio-visual  committee  to  carry  on  an 
optimum  program  of  audio-\  isual  instruction. 

To  condiici  this  evaluation,  check  each  item 
in  the  appropriate  column  as  the  answer  to 
your  particular  existing  administrative  situa- 
tion. 

•  Part  2  llirougli  J  will  appear  in  the  next  following 

issues  of  Sfs.  and  Hear. 
••  The  recommendation  of  the  American   Council  of 
Education   is  a  full-time  director  for  communities 

OTrr  2^,000   population. 


INTERPRETATION  OF  SCORING 


•A  count  should  be  made  of  the  number  of  items 
checked  in  each  column.  Naturally,  the  more  items 
checked  in  CoUimii  A,  the  more  nearly  does  actual 
leadership  of  a  program  of  audio-visual  instruction 
exist.  In  an  attempt  to  be  objective,  the  following 
suggestions  may  be  made: 

a.  If  more  than  two-thirds  of  the  items  are 
checked  in  Column  A,  relatively  good  leadership 
may  exist.  However,  absence  of  checks  automatic- 
ally indicates  opportunities  for  improvement. 

b.  .\  majority  of  checks  in  Column  B  indicates 
average  or  less  leadership  provision.  .Again,  obvious- 


ly, presence  of  checks  in  this  column  indicnies 
opportunity  for  improvement,  while  absence  of 
checks  in  either  Column  A  or  B  after  a  given  item 
indicates  first  needs  in  creating  an  organized  plan 
concerning  the  provision  of  leadership. 

c.  Needless  to  say,  the  existence  of/or  frequency 
of  checks  in  Column  C  indicates  a  mediocre  or 
inferior  level  of  provision  for  leadership  in  the  area 
of  audio-visual  instruction.  Presence  of  checks  in 
this  column  demands  immediate  consideration  of 
ways  to  supply  leadership  either  through  super- 
visory, committee,  departmental,  or  individual 
.school  organization. 


I  9 


UESTIONNMRE 


CONTINUED 


Is  a  plan  proN  idcd  in  which  the  teachers  can  take 

rt  in  sekciing  new  materials  and  equipnieni? 

Is  provision  made  lor  scheduling  and  making  avail- 

le  equipment  and  materials? 

Are  previewing  o|jportunities  available  to  teachers 

thin  the  school  huilding? 

Is  the  leadership  awaie  ol  the  latest  developnienis 
audiovisual  materials  and  equipment? 

Is  provision  made  lor  the  classroom  teacher  to 
idv  and  use  connnuniiv  resources  and  lacilities  such 

1.  Field  trips  to: 

Museums? 
"   Historic  sites? 

Public  buildings? 

Industries,  etc.? 
I).  Is  provision  made  to  bring  citizens  of  the  local 
Lominunity  into  the  classroom  to  explain  their  work, 
to  give  jjertinent  inforriiaiion,  etc.? 

Coordinatio7i 

Is  mechanical  service   made  readily  available? 
Are  lacilities  available  for  the  creation  of  needed 
:al  production  of  materials? 

Is  the  leadership  allowed  sufficient  time  to  carry 
t  tile  responsibilities  of  coordinating  an  audio-visual 
ograrn  lor  effective   utilization? 

III.  PROFESSIONAL  PERFORMANCE 

Does  the  leadership  share  information  through 
e  medium  of: 

Professional   publications? 
Newspapers? 
Periodicals? 
Pamphlets? 

Is  the  leadership  interpreting  the  program  to  lay 
oups  and  to  the  school  board? 

Does  the  leadership  condtict  demonstration  audio- 
nial  classes? 

Does  the  leadership: 

Conduct  workshops? 

Operate  in-service  training  courses? 

Participate  in  institutes  and  symposiums? 

Does  the  leadership  urge  teachers  to  attend  the 
ove  type  of  training? 

Does  the  leadership  arrange  Extension  Division 
isses  for  the  teachers? 

Is  the  leadership  aware  of  curriculum  changes? 

.  Has  there  been  integration  of  attdio-visiial  ma- 
rials  into  the  curriculum? 

Does  the  leadership  keep  itself  informed  as  to  the 
anges  in  new  materials,  equipment  and  methods? 

Does  the  leadership  keep  administrators  and  prin- 
\>als  informed  of  the  latest  practices  in  audio-visual 
ucaticm? 

Is  the  leadership  acqttainted  with  local  commu-' 
ty  resources  and  facilities? 

Does  the  leadership  provide  training  for  teachers 
td/or  pupils  in  the  operation  of  audio-visual  equip- 
ent? 


A 

B 

C 

AL4)K) A  ISL  AL  PROGRAM  bf  ANDARDS 

HERE'S  THE 
COMMITTEE 


•    Only    tliiough    active 
co-operation   of   the  di- 
rector,   the    snperintend- 
ent,    principal    and    the 
teacher   can    the   child   be 
assured  of  the  use  of  tin 
appropriate  tools  for  all 
learning    experiences, 
toward  this  end  this  eval- 
uation  is  submitted. 
—Esther  R.  Chaiclin, 
Sew   )iiili   Public  Schools 


Nexo  York  Public  Schools 
•    Utilization    of    audio- 
visual  materials  is  one  of 
the   most    important   sec- 
lions  of  this  survey.  AVith- 
(111 1  an  orderly  approach 
lo  the  use  there  is  apt 
to  be  much  waste  of  both 
tciuipmciU   and  materials. 
—Marion   R.   Bradbcer, 
Siijicn'isor,  A-V  Educalioii 
i/ii/ipg   Valley,   Illinois 


•    Some    principals   and 
leachers  still  expect  visual 
materials   to  do  teaching. 
Visual  materials  are  a 
most  effective  tool,  but  it 
is  the  teacher  who  must 
shape    their   educational 
use.    This  evaluation  em- 
phasizes   that    point    of 
view. 
—George   J.   Johnson. 
Vocational  Instructor, 
Mihcaukce,    Wisconsin 


»    \l\    i(s|)onsibilil\    is   U)  scl    up  a   i)rogram   of  audio- 
visual  instruflion. 
lu   alliinplin>>    lo  sec   how    our   school   svslcm    now 
opiiaU's  and  in   recoiumendliii;  lo  uiv  supcrinlcndent 
iHcdcd    nialciials    and    e(|nipMieMt.    a    (ompKlicnsivc 
UKMsuriug    slandai<l    is   (iiLiiiih    w    needed    thing. 

— (!.    A.    Hrannen, 


A urIio-Vis ual    Director, 
—sport,  Texas,  Schools 


w^ 


/     ^   *v 


4   Lois  Brown,  Teacher,  Cleveland,  Ohio,  Public  Schools: 
A  teacher  may  have  at  hand  a  meager  or  an  abundant  supply  of  audio- 
visual materials,  but   the  use  she  makes  of  them   determines   their  value. 
One  flat  picture  well  used  may,  under  certain  circumstances,  be  better  than 
a  reel  of  film  poorly  used.   .\s  I  apply  this  e\aluation  scale  to  my  teaching 
techniques,  I  can  avoid  the  possibility  that  my  use  of  any  one  material 
mav  be  over  emphasized. 

4  .-tilliur  P.  Hoffmann,  Teacher,  Sheboygan,  Wisconsin,  Schools: 
An  audio-visual  program  of  education  is  as  good  as  its  leadership.   Leadcr>hip 
charts  the  course  of  action  in  procuring  the  needed  materials  and  eijuip- 
menl.    Leadership  insures  that  materials  and  eciuipment  are  properly  inter- 
preted to  the  teachers  through  an  in-ser>ice  training  program.    To  insure 
good  leadership,  such  an  objective  measure  as  this  must  be  applied  to  every 
school  situation. 


^    Thomas  H.  Boardman,  Audio-Visual  Director,  Freeport,  Illinois: 
Audio-visual  materials  are  a  powerful  force  in  creating  interest  and  motivat- 
ing learning.  Their  value  and  use  in  education  is  expanding  rapidly.    Many 
teachers  now  in  school  systems  and  many  still  in  colleges  are  not  and  have 
not  received  sufficient  training  to  use  these  materials  to  the  gr^test  advan- 
tage.   -\n  in-service  training  program  measure  is  the  only  objective  means 
by  which  we  can  know  what  is  going  on  when  audio-visual  materials  are 
used  in  the  classroom. 

4    laura    Mav.  Principal.  Clei'eland,  Ohio,  Public  Schools: 

The  extent  to  which  audio-visual  materials  and  equipment  are  elTectivclv 
used  in  the  classroom  determines  whether  or  not  money  is  wisely  expentlcil 
in  this  field  of  audio-visual  education.  .\  measuring  instrument  which  reveals 
the  strength  and  weakness  of  utilization  of  audio-visual  materials  as  used  for 
the  benefit  of  children  is  the  only  sound  measure. 


>    I  ictor  SchmitI,  Teacher,  West  Allis,  Wisconsin: 

An  in-service  training  program  is  an  important  part  of  the  development  of 
an  audio-visual  program  because  it  serves  as  a  helpful  source  of  information 
on  proficient  use  of  audiovisual  equipment  and  materials.    Through  this 
objective  measurement  program,  the  teacher  will  l)e  offered  the  opportunity 
for  improving  learning  techniques  through  a  choice  of  the  proper  audio- 
visual materials  and  equipment. 

4   J.  Wendell  Deylon.  Audio-J'isual  Dealer,  Tennessee: 

So  important  is  proper  utilization  of  audio-visual  materials  and  ei|uipnient 
that  dealers  are  increasingly  considering  it  of  great  value  to  know  efficient 
teaching  techniques.  Equipment  and  materials  used  in  a  haphazard  manner 
do  not  constitute  an  efficient  audio-visual  program.  I'lilization  is  that  factor 
on  which  a  valuable  and  efficient  progiain  must  rest.  .\s  a  dealer  I  welcome 
the  creation  of  this  measuring  device. 


4  Laura  Twohig,  County  Supervising  Teacher,  Wisconsin: 
An  effective  in-service  training  program  for  rural   teachers  is  imperative:— 
1)    because  education  for  teachers  as  well  as  pupils  is  an  ever-continuing 
process;  2)   it  is  essential  to  keep  abreast  with  current  methods  and  develop- 
ments in  audio-visual  techniques;  3)    a  practical  situation  exists;  namely,  a 
high  turnover  of  teachers— as  much  as  75%  each  year. 

^   H.  W.  Embry,  Supervisor,  A-V  Education,  Dallas,  Te\as: 
Too  many  school  administrators  l>elieve  that  a  costly  array  of  projectors 
alone  will  insure  an  effective  audio-visual  program.    .\  sound  audio-visual 
program  cannot  just  be  bought  from  some  dealer.    This  evaluative  set-up 
should  indicate  what  equipment  should  be  purchased,  when  it  should  be 
purchased,  and  what  should  be  done  when  equipment  fails  to  result  in 
improved  classroom  experience. 


4   Lyell  J.  Moore,  Audio-Visual  Director.  .\/«joii  City,  lou'a: 
No  audio-visual  program  can  be  successful  unless  each  of  its  component  parts 
is  criticallv  scrutinized  and  evaluated  by  the  personnel  of  the  school  system. 
As  a  director  of  audio-visual  educaticm.  I  consider  Ibis  mea.suring  inslnimeni 
lo  Ik.-  invaluable  as  a  check  of  llie  pic-scnt  siiualion  louaicl  uliiniale  impriive- 
mciil  of  the  entiic  program. 

^    (,lenn  F.  Oluell,  Vocational  Coordinator,  Madison,  Wisconsin,  Vocational 
School: 

.\n  evaluation  is  important.   It  assists  teachers,  supervisors,  and  administrators 
in  the  selecting,  locating,  and  use  of  educationally  desirable  audio-visual 
instruction  material.   .\n  evaluation  provides  encouragement  to  the  teacher 
who  wishes  lo  become  more  efleciive.    It  provides  an  inventory  opportunity 
which,  when  repeated,  ultimately  leads  to  I>eltcr  teaching. 


KODACHROME  SLIDES 

In  the  Primary  Grades 


By  Cicorgc   R.   Monroe 

Diirclof,   Au(lin-]"tsu(il   ICdurfilinii    Dcparliiirnt, 
Ifiiniholdl    (',ouiil\    Stliooh,   Eureka,   Califot nifi 


f'iiu'cis  slioulil  sil  rioif  In  llw  jiiilli  of  lisilil  lliiowii  from  the  jirojcctor  to  the  screen,  making  the  aisle  just  leide  enough  for  the 
liglil  to  jmss  Ihiough.    I'/aic  tlie  sereen  at  eye  h'vel  for  the  small  learners,  lelio  should  not  sit  nearer  than   ticn  screen   widths. 


A\  INTERESTING  DEVICE 
wliich  may  be  used  with  pri- 
mary children  to  promote 
readiness  lor  reading  and  oral  ex- 
pression is  the  2x2  kodaihronie 
slide. 

Briel  siuch  ol  leachcrs'  nianiials 
which  accompany  current  reading 
series  shows  the  need  for  much  illus- 
trative material  in  providing  for 
children  a  rich  source  of  new  ideas 
and  experiences  whiih  in  turn  con- 
tribute toward  preparedness  lor  the 
exciting  adventure  of  learning  to 
read. 

i\Ian\'  of  the  recent  books  on  read- 
ing insiruciion  call  attention  to  the 
value  of  visual  and  auditory  aids  in 
building  and  developing  children's 
backgrounds.  For  example:  "Pre- 
reading  materials  for  l)iulding  mean- 
ings lean  heavilv  upon  the  use  of 
pictures  and  upon  discussions  and 
stories  about  pictures."' 

One  of  the  finest  means  for  einich- 


ing  children's  experiences  and  build- 
ing backgrounds  of  ideas  from  which 
a  desire  and  need  for  reading  may 
arise  is  the  excursion  of  school 
journey.  By  this  means  the  child 
may  learn  at  firsthand  many  fascin- 
ating facts  about  farms,  animals,  and 
conmumity  helpers.  However,  din- 
ing the  very  first  school  experiences 
classes  may  not  be  well  enough  or- 
ganized; time,  distance,  weather,  or 
other  factors  may  make  such  trips 
impossible  or  impractical.  If  this 
is  the  case,  the  use  of  illustrative 
aids  in  the  classroom  becomes  im- 
perative. 

One  device  which  has  prov  ed  help- 
ful to  teachers  in  developing  readi- 
ness for  reading  is  the  use  of  koda- 
chrome  slides.  The  technique  is 
verv  simple.  It  is  recommended  that 
onlv  a  few  slides  be  used  at  a  time. 


1  his  point  nuist  be  decided  upon  by 
the  teacher  in  the  light  of  her  pur- 
poses, the  topic,  materials  av  ailable, 
interest  and  maturation  levels  of  her 
children. 

"Many  teachers  make  the  mistake 
of  presenting  too  many  slides  or  pic- 
ttnes  from  a  stripfihn  at  one  time  or 
in  one  period.  This  is  more  com- 
monly done  with  projected  materials 
than  with  flat  pictures,  because  there 
are  generally  several  pictures  in  the 
set  or  on  the  stripfilm  and  it  is  easy 
for  the  teacher  to  assume  that  her 
lesson  is  incomplete  unless  she  has 
shown  all  of  them."' 

In  using  slides  to  develop  readi- 
ness, proceed  somewhat  along  the 
following  steps:  (1)  Decide  on  a 
real  urpose  for  using  the  slides.  (2) 
Carefully  select  four  or  five  slides 
relating  to  the  reading  readiness  pro- 


'  (Juy  I^.  Ut-tnd  and  Eva  Bond.  "Teaching  the 
Child  to  Read."  New  York  :  The  Macmillan 
Company,    1945.    p.    68    , 


'  Harry  C.  McKown  and  Alvin  B.  Roberts. 
"Audio-Visual  Aids  to  Instruction."  New  York  : 
McGraw-Hill  Book  Company,  Inc..    1940    p.    142. 


SEE       .\    N    D       H    E    .\    R 


gram.  (3)  Project  iheni  with  a 
ininiimmi  ol  effort  by  lia\ln^  ciiuiij- 
ment  and  materials  set  up  before- 
hand. (4)  Evahiate  the  results  ol 
the  showing  and  pro\ide  opporiuiii 
ties  tor  subsequent  atti\ities  such  as 
stor\'  telling,  painting,  clay  model- 
ing, tlramatic  play,  building  acti\i 
ties,  and  chart  stories. 

.Many  ot  the  readiness  books  ac- 
companying the  reading  series  now 
in  use  deal  with  pets,  childrcTi  ai 
plav,  the  farm,  animals,  or  cominun- 
it\  lile.  .Many  2x2  kodachromes  re- 
late to  the  above  sidjjccts.  They  may 
either  be  procured  from  conmiercial 
sources  or  taken  b\  a  local  photogra- 
pher. Teachers  must  set  up  stan- 
dards of  evaluation  and  apply  them 
in  selecting  materials  for  their  own 
use.  Slides  for  use  with  primary 
children  should  be:  (1)  clear  and 
definite,  presenting  \i\idly  that 
which  it  is  portraying:  (2)  simple 
in  composition  and  present  one  cen- 
ter of  interest:  (3)  ones  that  show- 
objects  in  their  natural  environment 
or  if  of  people  show  them  in  situa- 
tions of  good  human  relationships 
and,     (4)     photographically    correct. 

Bv  placing  the  screen  in  such  a 
way  that  the  lower  edge  of  the  pro- 
jected picture  is  nearly  on  the  floor 
and  grouping  the  children  on  the 
floor  or  on  their  small  chairs,  an 
illusion  of  nearness  and  identifica- 
tion with  the  pictures  is  gained.  For 
example,  a  few  kodachromes  of  farm 
animals  projected  on  a  low  level 
will  give  the  feeling  to  the  children 
that  the  animals  are  right  in  the 
room.  Children  who  have  for  all 
their  years  surveyed  the  world  from 
a  point  between  three  feet  or  less 
above  the  ground  will  be  confused 
when   we   destroy    this   relationsiiip. 

To  secure  an  undistorted  picture 
on  the  screen  the  projector  may  be 
placed  on  a  low  chair  an  da  little 
gap  left  in  the  semi-circle  of  children 
for  the  beam  to  pass  through.  Chil- 
dren can  be  seated  in  such  a  way 
that  all  can  see  without  discomfori, 
and  care  should  be  taken  that  those 
on  the  other  edge  of  the  semi-circle 
are  not  looking  at  the  screen  from 
too  great  an  angle  especially  if  a 
beaded  screen  is  being  used.  Chil- 
dren should  not  be  seated  too  close 
to   the  screen. 

If  carefully  selected  2x2  koda 
chromes  are  used  for  the  purpose  ol 
(continued     on     p  .a  g  e     37) 


\<ituial  outcomes  of  realistic  first 
lumd  experiences  lead  to  the  co- 
tifierntitv  class  project— creating  tlie 
experience  cliart.  Here  is  wiiere 
the  experiences  become  nieaninnfiil 
xrords. 


t-itrtlicr  outcomes  occur  when  the 
(tiildren  I'isualize  creatix^'ly  tiic 
products  of  their  imaginations,  us 
litis   youngster   is   doing. 


lirlme  is  the  slide  viewing  holder, 
a  section  of  the  slide  folder  used 
in  the  Humboldt  Coutit\  Audio- 
Visual  unit  of  stud\.  By  "fiopjnng" 
one  section  at  a  lime,  slides  may 
be  removed,  showti,  and  then  re- 
turned to  proper  order.  Material 
folders  such  as  these  are  available 
for  each  of  the  primary  units.  In- 
formation on  the  source  of  these 
filing  materials  can  be  obtained 
direct  from    the  author. 


OCTOBER 


19  4  7 


2  3 


riew  WMLaterials 

F  I  L  M  S  •  S  L  1  D  E  S  •  R  E  C  0  R  D  I  N  G  S 
AND    OTHER    AUDIO-VISUAL    AIDS 


MOTION    PICTURES 


Animals  ol   the   Farm-  (10   luin.) 
$50.00.   TF,  Inc. 
Prim.;  Rendinii,  R('(i(U)icss. 

•  Shows  the  plivsiral  ;ii>iK-anuicc  and 
habits  of  common  animals  ot  the 
larm,  the  biiilclinus  oi  the  farm,  and 
gi()iil>si tidies  of  animals,  as  well  as 
family  and  individtial  close-ups.  Ma- 
terial is  presented  slowly  in  order  lo 
gi\e  young  children  plenty  ot  time 
to  waich  cath  animal  in  detail. 
Atom  Bombs:  Bikini  (Bomb  No.  5) 

—  1  reel,  16mm  soinid,  news  short. 
Paramotuil    News. 

.\tom  Bombs:  Hiroshima  (One  Year 
After  -  August  6,  1946)  -  1  reel, 
Kinnn  soinul,  Paianiouiii  News 
short. 

•  Made  iij)  of  pictures  taken  by  the 
Japanese  at  the  time  of  the  Hiro- 
shima bomb  blast:  released  in  the 
U.S.A.  in  August.  191(i. 

.\tom    Bombs:    Bikini    Underwater 

—  1   reel,  llinnn  soinul.  news  short. 
RKO. 

.\lomic  Energy— 10  miii.,  sound.  En- 
cNclopedia  liriiannita  Films,  Inc., 
20  i\.  Wackcr  Dri\e,  CHiicago  6, 
Illinois. 

•  While  opening  and  closing  shots 
■uc  ol  ihc  Rikin  tests,  the  body  of 
I  he  lilm  tlestribes  in  very  complete 
animaietl  seciuences  the  principles  ol 
luiclear  fission  and  chain  reactions. 
Even  though  leisurely  paced,  great 
concentration  and  re-study  are  neces- 
sary to  undersiand  entirely  this  most 
abstract  of  concepts.  Excellently  or- 
ganized, highlv  gra])hic,  and  com- 
|)letely  vistiali/ed. 

Atomic  Power— 1'.)  niin.,  sound. 
March  of  I  ime,  .'i(J9  Lexington 
Ave.,  New  York  17,  N.  Y. 

•  Discusses  the  background  of 
atomic  energy,  lamoiis  names  in 
atomic  research  and  de\elopmeui, 
both  European  and  .American,  the 
role  of  industry  in  the  mammoth 
|)roject.  and  the  necessity  foi'  under- 
standing ihe  lull  nuaiiing  of  the 
atomic  aae. 


Behind  the  Scenes  at  the  Airport— 

(10  min.)   $50.00.   TF,  Inc. 

Prim.  Intermed.;  Soc.  Studies. 
•  This  film  demonstrates  what  hap- 
pens behind  the  scenes  at  a  tyj)ical 
airport,  showing  precisely  what  oc- 
curs, beyond  general  view,  in  the 
complex  and  highly  organized  world 
\\hich  operates  our  traffic  in  this  air 
age.  An  8  year  old  boy  in  the  pic- 
ture learns  about  the  Operations 
Room,  the  Chief  Pilot,  Reservations 
Clerk.  Ramp  Agent,  Control  Tower 
Chief,  and  many  other  aspects  of  the 
airpoi  t. 
Brush    Techniques,   The   Language 

of  Watercolor— (10  min).  Sound. 

Color.    Purchase  price  $90.00.  ap- 

p]\  for  rental.    EBF. 

/)'.    Sr.    H.S.     Col.,    Art    SdionJs. 

Adult:  Art,  Art  Appreciation. 

•  Brush  Techniques  is  the  second  in 
EBF's  series  of  films  featuring  the 
noted  walercolor  artist  Eliot  O'Hara. 
Like  Paintinn;  Reflections  in  ^yaler. 
ihe  carliir  film  in  ihe  series,  ihi'i 
])rodu(lion  lolK)WS  step  by  ste|)  as 
the  artist  executes  a  watcrcoloi 
sketch.  It  shows  how  O'Hara  orga- 
nizes his  material  and  the  \arious 
uses  of  his  brush  to  achieve  varied 
effects.  Other  examples  of  f)nisli 
iechni{|ue  are  illustrated. 

En   Bretagne  — (16    min).     Sound. 
B&W.    S67.50.    Rental,  $5.00  per 
day,  $7.50  per  week.    IFB. 
]r.  Sr.  H.H.,  College:  French  liin- 
guage. 

•  A  language  teaching  film  on  the 
French  province  of  Brittany.  Both 
interior  and  coastal  zones  of  this 
historic  district  aie  shown,  illiisliat- 
ing  the  lile  and  princijile  occupations 
of  the  people.  Simjjly  spoken  com- 
mentaiy  is  in  French,  wiih  prinled 
copies  axailable  for  stiuh. 

En   Normandie— (19   min).    Sound. 
B&\V.    $67.50.    Rental.  $5.00   per 
day,  $7.50  per  week.    IFB. 
Jr.  Sr.   Tf.S..  College:  Frem  h   lini- 

gU./lgl'. 

•  A  sm\e\.  with  simple  Freiu  h  nar- 
laliou.   ol    the   economic    lile   ol    llic 


lieucli  proxince  of  .Xormaiidv.  Botli 
agricultural  and  industrial  scenes 
are  included  along  with  \  lews  of  the 
tx\()  major  ports,  Le  Havre  and 
Rouen.  Printed  copies  of  the  com- 
mentary are  available  for  study. 
The  Feeling  of  Rejection— (23  min)  . 

B&W.    Sound.    .SIO,  Rental  $2.50. 

NFBofC. 

College:  Psychology. 

•  The  case  history  of  a  young  woman 
who  learned  in  childhood  not  to 
risk  disappro\al  by  taking  independ- 
ent action,  this  film  shows  the  hariri- 
fiil  effects  of  her  inability  to  engage 
in  normal  competition  and  analyzes 
the  cause  of  her  tiouble.  Scenes 
showing  the  therapy  methods  by 
which  the  girl  is  helped  to  face  and 
txamine  her  problems  are  included. 
The  Hare  and  the  Tortoise  (10 
min.)  Sound  B&W  S45  Rental,  $2.50 
EBF 

Elementary    Grades;    Eng.    Lang. 
k  Arts. 

•  .Aesop's  age-old  story  of  the  turtle 
and  the  rabbit  who  had  a  race  is 
here  re-told  with  an  all-siar  animal 
cast  of  real  animals  including  a  wi.se 
old  owl,  a  fox,  a  gossip\  goose,  a 
rooster,  and  a  racccion.  The  jjrob- 
leni  of  having  real  animals  re-enact 
the  story  was  solved  by  Lynwood 
Cha.se,  noted  wild-life  photographer. 

The  animal  actors  seemingly  talk  to 
one'  another,  while  the  sound  track 
j;i\es  them  "\c)ice". 

Know  Your  Baby— (10  min)  .  Sound. 

Color.     S75.00,    Rental    $2.50. 

NFBofC. 

College.  Adult:  Child  cure.  Child 

Development. 
•  Illustrates  ap]i)C)\ed  methods  for 
the  care  of  the  new  baby.  A  home 
situation  is  shown  where  other  chil- 
dren arc  ])resent  and  the  considera- 
tion and  understanding  necessary 
until  the  family  adjusts  itself  to  the 
demands  of  the  newcomer  are  noted. 

Scinic     Ikiiii     ■■Till-     Ficliiiii    nf     llrjrrlion" 


2  4 


SEE       AND       HEAR 


A  few  siiiijile  rules  arc  pninicd  out 
toiKcriiins^  tlie  proxisioii  of  jjroper 
food,  clothing,  and  bedding  as  well 
as  other  essentials  including  bathing 
and  "burping."  This  film  has  ihe 
appro\al  of  ihc  American  Medical 
Association. 

.Mammals  of  the  Rocky  Mountains 
(10  min.)  Sound  S^.").  R&:\\';  .S7.') 
C;olor  CIF 

Iiitermed.,   Jr   Sr   HS;    Gcii.    Sci.. 
Biology,  Cotisen>ation. 

•  Designed  to  illustrate  how  sea- 
sonal adaptations  of  mountain  ani- 
mals are  correlated  with  their  chang- 
ing food  situations,  this  film  was  su- 
per\  ised  b\  Colin  H.  Sanborn.  Cau- 
ator  of  Mammals,  Cliicago  Natural 
Museum.  Mountain  Goat,  Big  Horn 
Sheep.  Nfiile  Deer,  Porcupine,  Bea\- 
er,  .Marmot,  and  other  mammals  of 
the  Rocky  Mountain  region  are  dis- 
cussed with  their  varying  wa\s  of 
adapting  to  seasonal  change. 
Mammals  of  the  \Vestern  Plains 
(10  min.)  Sound  54.').  B&W;  S75 
Color.  CIF 

Intermed..  Jr  Sr  HS;    Gen.   Sci., 
Biology,  Consewation. 

•  Sweeping  across  the  western 
plains  of  North  America,  the  cam- 
era has  captured  the  area's  animals 
in  their  natural  en\ironment.  The 
film  indicates  how  man  has  upset  the 
natural  balance  between  herbi\er- 
ous  mammals  like  the  Bison,  Deer, 
and  Elk,  and  such  preving  carni- 
vores as  Timber  Wolf,  Cougar,  and 
Coyote.  Produced  under  the  super 
\  ision  of  Colin  H.  Sanborn,  Curator 
of  .Mannnals,  Chicago  Natural  His- 
tory Museum. 

Operation  Crossroads  —  Sound,  30 
min..  color.  Byron,  Inc.,  1226 
Washington  A\e.,  Washington  7, 
D.  C. 

•  The  remarkable  color,  official 
armed  forces  photography  document 
of  the  operations  leading  up  to  the 
tests  .-Vble  and  Baker  at  Bikini  in 
1946.  .Multiple  photography  made 
possible  the  opportunity  to  include 
many  sequences  of  tlie  actual  explo- 
sions from  directly  o\erhead,  on  the 
Bikini  beach,  and  at  several  angles 
and  altitudes  from  the  air. 

One  World  Or  None— 9  min..  soimd. 
Film  Publishers  Inc..  25  Broad  St.. 
.\ev\-  \'ork,  New  York. 

•  The  film  opens  with  a  description 
of  how  the  individual  discoveries, 
the  complete  combination  of  which 
led  to  the  release  of  atomic  energy. 


ha\c  been  contributed  to  by  scien- 
tists all  over  the  world.  The  state- 
ment is  made  that  ultimately  atomic 
power  cannot  be  the  secret  of  any  one 
nation.  Sequences  show  the  terrific 
destruction  wrought  at  Nagasaki,  a 
glimpse  of  the  Bikini  explosion,  em- 
phasizing the  need  for  control  of 
atoTuic  energy. 

Peace    On    Earth— lU    min.,    soimd. 
color.   Teaching  Film  Custcjdians, 
Inc..   25  W.   43rd   St.,   New   York 
18,  New  York. 
•    Unique  satire  of  war  seen  through 
the    eyes    of    grandpa    squirrel    and 
his  squirrel  grandchildren,    .\nimals 
ol    I  he   forest   taking  up   life  where 
man.    who    always    destroys    himself 
through  fighting,  leaves  off.    Christ- 
mas,  the   occasion   for   the   animal's 
celebration  of  return  to  a  peaceful 
world. 


This  Carrier  Indian  wears  a  beaded  jacket 

innde  b\  tlie  women  of  Iiis  tribe. 

Peoples  of  Canada— (21  min).  Sound. 
B&W.  §40.  Rental,  S2.50  per  day. 
IFB. 

Intermed.,  Jr.  Sr.  H.S.;  geography. 
Social  Studies. 

•  .\  new  1947  edition  of  a  very  pop- 
idar  film  which  shows  the  various 
groups,  from  Nova  Scotia  to  British 
Colinnbia,  who  make  u])  the  people 
of  Canada.  Principle  cities  and  in- 
dustries are  shown,  and  animated 
maps  illustrate  the  growth  and  his- 
tor\  of  the  countrv. 
Watchtower    Over    Tomorrow— 15 

mill.,  sound.  Teaching  Film  Cus- 
todians, Inc.,  25  \V.  43rd  St.,  New 
\'ork   18,  New  York. 

•  Explains  the  growth  of  United 
.Nations'  peace  plan,  from  .Atlantic 
C:harter  to  the  present.  Shows  the 
secinitx  coimcil  acting  in  one  hypo- 
th(ii<al     situation     b\     cutting     off 


connniniications,  all   trade  and  eco- 
nomic  lilc   of   the   aggressor   nation 
with  the  outside  world,  when  a  rebel 
nation  chooses  to  witlulraw. 
Sixteen    to   Twenty-six— ( 17i,.>    min) 

Sound.     Color.     $112.50.     Rental. 

.S3.75.    NFBofC. 

High    School;    Health,    Hygiene. 

Phy.  Ed. 

•  For  female  audiences  onh,  this  Idm 
presents  facts  about  the  extent,  trans- 
mission, course  of  infection,  ssnip- 
toms,  and  treatment  of  gonorrhoea 
and  syphilis.  It  is  presented  against 
the  background  of  an  informal  lec- 
ime  b\  a  physician.  'Fhis  |)rodiution 
has  been  accepted  by  many  Cana- 
dian and  U.S.  State  Departments  of 
Health. 

Snakes  (10  min.)  .Soimd  .S45.  B&:W: 
.S75,    Color   CIF 

Intermed.,  Jr.,  Sr.  H.S.:  C,rn.  Sci., 

liiolngy.  Nature  Study. 

•  Not  only  does  the  film  develop 
the  idea  of  what  the  snake  is,  but 
also  shows  students  how  a  snake 
differs  from  and  yet  resembles  other 
mannnals,  and  how  the  snake  illus- 
iraics  nature's  principles  of  adapta- 
tion. Supervised  by  Dr.  Howard 
Ciloyd,  Director,  Chicago  .\cademy 
of  Science. 

Story  of  .41fred  Nobel  —  1 1  min.. 
soimd.  Teaching  Film  Caistodians. 
Inc.,  25  W.  43rd  St.,  New  York 
18,  New  York. 

•  .As  inventor  of  dynamite,  shows 
.Xobel's  thinkinsi  evohins  toward 
world  collaboration  for  peace.  Poses 
problems  similar  to  present  problem 
of  atom  control. 

This  Land  of  Ours—  (Series,  1  reel 
each)  Sd.  Color  or  B.&W.  Rental, 
film  libraries  and  dealers.  Sale, 
through  dealers,  or  direct  to 
Dudley  Pictures  Corp.,  9908  Santa 
Monica  Blvd.,  Beverly  Hills,  Calif. 
Upper  elementary  to  adult.  Geog- 
graphy,  commerce,  economicSj  gen- 
eral interest.    . 

•  This  scries  when  completed  will 
include  a  film  on  each  of  the  48 
states  and  several  individual  cities 
and  territories. 

I  he  films  are  well  planned  as 
introductions  or  reviews  of  the  in- 
dustry, resources,  capitol  and  prin- 
cipal cities,  and  brief  histores  of  the 
states.  Each  film  begins  with  a  map 
location  of  the  state  in  relation  to 
other  states  and  the  country  as  a 
whole. 

(  c:  O  N  I   I  .\  I    K  I)      ()  N       1'  A  (;  K      3  0) 


OCTOBER 


19  4  7 


2  .5 


•  Nalural  Science, 
General  Science, 
Biology,   Library. 


Two  primary  grade  pu- 
pils express  their  inter- 
est in  the  reactions  and 
habits  of  the  Hamster,  a 
fascinating  little  house- 
hold fiet. 

Milwaukee  Public  Museum 
Photo 


RODENT  FROM  ASIA  MINOR 

by  Elmer  R.  Nelson,  Jr.    Curator.  Miln'onkee  Publir  Museum 


A 


PERKY  LITTLE  PET  is  the 
golden  hamster,  a  charming 
and  lovable  rodent  from  the 
deserts  of  Asia  Minor. 

Her  golden  brown  coal  is  accented 
by  rich  brown  and  white  darts 
ascending  from  a  snowy  throat  to 
the  sides  of  her  neck.  Thin,  parch- 
ment-like little  ears  stand  at  atten- 
tion at  I  lie  slightest  provocation. 
With  ipiick.  furtive  movements  she 
races  about  in  spite  of  a  chubby 
body,  short  legs  and  roly-poly  tiinuny 
which  sweeps  the  floor.  Her  diminu- 
tive, seemingh  hairless  tail  is  almost 
lost  in  the  golden  brown  fur  of  her 
nuiij).  Hamsters  are  as  ideal  for 
small  caged  school  pets,  as  they  are 
for  the  home.  Many  schools  are  find- 
ini^  iheni  niosi  iisefid  in  acquainting 
(liihhxn  with  animal  habits  and 
instincts.  Primary  children  have  a 
grand  time  as  well  as  a  valuable 
experience,  studying  these  little  fel- 
lows. Hamsters  can  be  handled  with 
impunity  betause,  mider  proper  care 
and  management,  they  are  extremely 
clean  and  of  mild  disposition.  Fur- 
llurmorc,  hamsters  are  odorless  and 
generally  noiseless.  Their  temper 
varies  w'ith  sex  and  situation.  A  fe- 
male is  likely  to  be  aggressive  when 

•  Hjiiisurs  ni.ny  be  obtained  from  General  Bio- 
logical Supply  House,  761  E.  09lh  Place.  Chicago. 
Illinois,  or  oilier  st  liools  having  Manister  families. 


raising  a  litter.  But  alone,  without 
a  mate  or  a  litter,  she  is  a  model  of 
good  conduct.  Recently  we  tried  to 
introduce  another  female  as  a  com- 
panion. Both  seemed  selfish  and 
incompatible.  They  seem  to  enjo\ 
living  alone. 

The  diet  of  hamsters  is  quite 
simple.  They  thrive  on  dry  oatmeal 
and  a  little  greens.  They  enjoy  an 
occasional  treat  such  as  a  lima  or 
green  bean,  cheese  and  nuts.  The\ 
recjuire  no  liijuid  other  than  that  in 
the  green  foods,  but  we  have  found 
that  a  nursing  female  will  drink  a 
little  fresh  milk.  We  hasten  to  warn 
prospective  owners  that  hamsters  are 
never  tame  in  the  sense  that  they 
can  be  released  and  trusted  to  return 
to  their  cages.  At  one  time  when 
we  were  raising  a  litter  of  nine 
healthy  little  hamsters,  we  thought 
we  would  temporarilv  relieve  crowd- 
ed living  conditions  b\  pulling 
"Pa]>py"  and  a  few  of  the  weaned 
offspring  into  a  wooden  box.  The 
next  morning  the  new  quarters  were 
deserted.  The  rascals  had  gnawed 
their  way  out,  but  it  didn't  take  us 
long  to  discover  their  hide-out. 

In  our  own  home  we  have  a  three 
year  old  son.  Chuckle.  Chuckle  loves 
his  little  pet  as  other  cliildren  do 
their   dogs   and    cats.     Furthermore, 


since  she  is  only  a  mere  fistful,  she 
is  also  more  maneuverable.  He  can 
take  her  from  her  cage  any  time  he 
needs  a  playmate.  Obligingly  she  has 
assumed  the  role  of  puppy,  kitty, 
wolf,  bear,  goose-goose  and  pig-pig. 
She  fits  nicely  in  his  toy  block  houses 
and  in  his  carboard  barns.  What  is 
more,  she  seems  rather  to  enjov  his 
eager,  if  sometimes  uncomfortably 
tight,  grasp.  I  confess  I  like  to  play 
with  her.  too.  With  shiny  black  eyes 
and  nervous  nose  she  inspects  me 
closely.  She  scampers  over  my  lap, 
patters  up  and  down  inside  my 
sleeves,  climbs  up  my  coat  lapels, 
crawls  down  and  starts  her  antics  all 
over  again,  ^\'hether  she  is  scurrying 
about  stuffing  food  into  her  capacious 
cheek  pouches  (Chuckle  calls  her  a 
vacuum  cleaner  because  of  her  man- 
ner of  eating) ,  or  whether  she  is 
busily  engaged  in  bathing  herself, 
she  is  a  constant  source  of  amuse- 
ment. She  puts  on  her  best  shows 
at  night,  for  she  is  nocturnal  by 
instinct.  We  all  find  it  well  nigh 
impossible  to  pass  the  little  hamster's 
cage  without  giving  her  some  atten- 
tion, especially  when  she  sits  up 
straight  and  looks  at  us  expectantly. 
And,  hav  ing  become  hamster  addicts, 
we  give  her  what  she  wants. 


2  6 


SEE       AND       HEAR 


Toward  Better  Film  Edition 


NARRATION  is  an  imijor- 
lani  faciur  in  intliiencing 
the  way  in  which  the  child 
participates  in  the  learning  activities 
of  the  film.  The  difficultv  of  either 
the  spoken  or  written  word  to  con- 
\ev  precise  meanings  to  children  is 
well  known.  While  the  combination 
of  pictures  with  the  sjjoken  word 
offers  many  advantages,  an  examina- 
tion of  sound  pictures  will  show 
some  of  the  problems  invohed.  Most 
sound  films  tend  to  exploit  their 
visual  medium  much  better  than 
thev  do  their  sound  medium.  Too 
frcquenth.  iJie  sound  in  the  film 
consists  solely  of  the  comments  of 
the  narrator  on  the  visual  action 
with  little  or  no  attempt  to  include 
the  sound  unique  to  the  action  itself, 
which  could  be  obtained  only 
through  first-hand  experiences  or 
through  a  sound  mo\ie  portrayal 
of  it. 

Another  use  of  narration  is  to 
]x>int  out  or  underscore  the  ideas 
to  be  obtained  from  the  visual  action 
shown.  Because  this  process  of  point- 
ing out  the  major  idea  is  necessarily 
on  some  level  of  abstraction,  and 
because  it  is  extremely  difficult  to 
select  the  descriptive  statements 
which  are  b)oth  interesting  and  mean- 
ingful to  children,  such  narration 
is  frequently  either  overly  professor- 
ial or  overly  condescending. 

A  problem  in  securing  the  partici- 
pation of  the  child  in  the  action  of 
the  film  is  that  of  focusing  the 
attention  of  the  learner  on  the  im- 
portant points  to  he  made  by  the 
film.  .\t  times  the  "point"  is  made 
by  the  visual  action,  and  the  atten- 
tion is  focused  on  the  essential  idea 
bv  techniques  of  photographv  such 
as  animated  diagrams,  a  pointer,  an 
enlargement  of  the  areas  showing 
the  important  action,  or  bv  concen- 
Hating  the  action.  At  other  times, 
the  narration  anticipates  the  major 
{X)ints  of  the  action  bv  saving: 
"Watch  how  the  father  sunfish  pro- 
tects babv  sunfish  from  the  hungr\ 
bass."*  Many  times.  howe\er.  the 
narrator  has  to  supplv  the  idea  or 
the  siip|>)rting  facts  not  jxissible  to 


bv  Dr.  \irgil  E.  Herrick 
i'niveisity  of  Chicago 

the  visual  action.  Here  the  child 
tends  to  have  increasing  difficult)  in 
keeping  his  attention  focused  as  the 
number  of  discrete  elements  increase. 

In  the  organization  of  the  learning 
secjuence  in  the  action  of  the  film, 
sound  films  must  face  the  same  prob- 
lems of  selection  of  the  concepts  and 
related  activities  and  their  develo]}- 
ment  into  a  proper  learning  sequence 
that  all  text  materials  must  face. 
Therefore,  the  film  and  its  script 
are  open  to  the  same  criticism  made 
of  all  text  materials. 

Most  instructional  materials  are 
organized  on  the  basis  of  the  subject 
and  the  logical  relationship  of  the 
concepts  to  he  de\eloped.  These  con- 
cepts and  their  logical  structures  are 
then  used  as  a  basis  for  selecting  the 
activities,  experiments,  narrations, 
etc.  which  can  best  illustrate  and 
develop  these  concepts.  Tfius,  for 
many  concepts,  the  locale  of  the  ac- 
tion, the  activities  included,  and  the 
narration  cannot  be  too  foreign  to 
a  child's  background  if  he  is  to  profit 
to  an\  degree  from  the  experience 
of  seeing  or  hearing  the  activities 
portraved  in  the  film. 

In  other  words,  the  script  writer 
for  a  sound  film  has  to  assume  that 
the  topic  of  the  film  is  important  to 
education  and  to  children,  that  the 
major  ideas  can  be  identified,  and 
that  he  can  select  the  specifics  whidi 
will  (a)  de\elop  understanding  of 
these   ideas,    (b)    be   interesting   to 


*  Sunfish,  sound.  11  mioutes.  Eoo'dopaetlia  Britan- 
nica  Films,  Inc.  .A\jiUble  at  your  nearest  6lni 
library. 


Above:  A  scene  from  the  film  Sunfish  which 
meets  the  qualifications  necessary  to  bring 
a  learning  experience  into  the  classroom. 
Picture  courtesy  Encyclopaedia  Britannica 
Films. 


children,  and  (c)  provide  a  con- 
ceptual framework  for  ideas  and  for 
their  application  to  other  situations 
of  use.  These  are  a  multitude  of 
assumptions  for  any  one  jx;i"son  to 
manage  at  any  one  time.  Of  course, 
these  assumptions  jjoint  to  problems 
confronting  education  generally  and 
are  not  the  unique  problems  of 
sound  films.  These  assumptions  sug- 
gest, moreover,  the  impwrtance  of 
the  teacher  knowing  the  film  thor- 
oughly before  she  uses  it  in  order 
to  see  how  it  can  contribute  to  the 
learning  of  her  group  of  children  as 
well  as  to  be  able  to  point  out  the 
importance  of  other  materials  and 
activities  in-  addition  to  the  film  in 
achieving  the  major  understandings 
desired. 

Manv  educational  film  companies 
have  aided  in  this  task  by  pro^iding 
the  teacher  with  attractive,  well- 
developed  and  illustrated  teacher's 
manuals  for  each  film  and  by  em- 
phasizing the  use  of  summarizing 
or  highlighting  techniques  within 
the  films  themselves.  Others  have 
experimented  with  film  narrations 
developed  with  the  help  of  children. 

In  brief,  there  exists  much  need  for 
improvement  in  teaching-film  edi- 
tion. Narration  must  be  simplified 
and  made  increasingly  understand- 
able to  the  child.  Environmental 
sounds  need  to  be  used  more  gen- 
erallv.  Of  great  worth  is  the  inclu- 
sion of  method  techniques  which  will 
be  built  around  the  interest  and 
attention  of  the  pupil  in  the  film 
learning  exjjerience.  We  need  more 
carefully  and  correctly  edited  sound 
teaching  films. 


Editors  Note:  ^Ve  have  good  leach- 
ing films  today,  but  they  can  be 
better—  better  in  narration  and  in 
sound  track.  It  is  Dr.  Merrick's  con- 
tention that  narration  is  not  on  a 
par  with  photography.  More  careful 
planning  of  vocabulary— more  com- 
plete observation  of  the  psychological 
implications  of  learning,  age  group 
by  age  group  and  interest  level  by 
interest  level,  is  the  next  great  op- 
portunity for  the  imprn-.i-ment  of 
classroom  films. 


OCTOBER 


1   9  4 


2  7 


For  Better  Home  living 

By  Ellen   MiUinan 

Third  Grade  Teacher,  Hellevue  School,  Clayton,  Missouri 


THIRD  GRADE  CHILDREN 
of  the  Bellevue  School,  Clay- 
ton, Missouri,  had  an  oppor- 
tunity, recently,  to  see  the  filmstrips* 
entitled  Getting  Ready  For  Bed, 
Getting  Ready  For  School,  A  Day  at 
School,  After  School  Hours,  and  At 
Home  in  the  Evening. 

After  we  looked  through  the  film- 
strips  the  children  discussed  them; 
and  very  interesting  were  their  rea- 
sons for  liking  what  they  saw.  Here 
is  what  they  said: 

1.  The  filmstrips  were  new  and 
the  pictures  were  clear  and  inter- 
esting to  look  at. 

2.  The  reading  was  easy,  so  that 
all  of  us  could  read  quickly  and 
without  help. 

3.  The  words  were  well-spaced 
within  the  sentences. 

4.  The  hlmstrips  reminded  us  of 
the  things  that  we  can  do,  such  as 
sharing  and  playing  together  fairly. 

5.  The  fdmstrips  tauglit  us  good 
health  and  safety  rules. 

6.  We  thought  the  stiips  were  in- 
teresting because   Bobby  and  Ellen 


did  many  of  the  things  all  of  us 
like  to  do  every  clay. 

We  continued  to  talk  about  the 
filmstrips,  and  here  is  our  general 
ojjinion: 

1.  Getting  Ready  for  Bed 

♦  The  photography  of  this  film- 
strip  is  excellent;  so  is  the  organiza- 
tion and  presentation  of  the  mate- 
rial. We  think  that  any  first,  second 
or  third  grade  child  would  under- 
stand these  filmstrips,  particularly 
when  studying  the  units  on  the 
Family  and  the  Home.  Certainly 
the  materials  of  this  filmstrip  in- 
crease the  children's  sense  of  re- 
sponsibility. The  fact  that  it  stresses 
many  health  habits  that  each  child 
should  practice  before  going  to  bed 
in   the  evening  is  encouraging. 

2.  Getting  Ready  for  School 

♦  Here  again,  photography  and 
organization  of  materials  are  excel- 
lent, interesting  to  children  in  grades 
one,  two  and  three.  The  materials 
supplement  well,  the  units  on  healili 


'Tcach-0-ri!m  strips,  each  approximately  40 
frames.  BS;W.  Popular  Science  Publishing  Co.. 
Inc.,    353    Fourth    Avenue,    New    York    10,    N.    Y. 


77i/5  filmstrip  scries  teaches  lieallh  habits 
to  primary  graders  by  shotviiig  habits 
jntlowed    by    others    of    their    own    age. 

or  safety.  The  contents  give  the  chil- 
dren a  fine  picture  of  other  young- 
siers  iheir  own  age  observing  good 
health  and  safety  rules.  This  film- 
strip  is  strong  because  it  brings  an 
up-to-date  list  of  materials  to  the 
attention  of  the  children.  The  ques- 
tions asked  during  the  filmstrip 
showing  make  the  film  more  per- 
sonal as  far  as  the  children's  identifi- 
cation with  it  is  concerned. 

3.  A  Day  at  School 

♦  Good  photography  and  excellent 
organization  should  make  this  film- 
strip  desirable  as  a  material  to  be 
used  bv  first,  second  and  third  a:rade 
cliildren  as  they  study  their  unit  on 
health  habits.  The  content  of  the 
lihiistrip  illustrates  how  the  children 
practice  habits  of  personal  cleanli- 
ness and  neatness  as  the\  take  care 
of  themselves,  their  rooms  and  their 
ccjuipment.  My  children  were  de- 
lighted as  they  saw  that  they  had 
similar  experiences  each  day  of  their 
sriiool  life. 

4.  After  School  Hours 

♦  After  School  Hours  is  an  out- 
standing filmstrip  useful  in  the  study 
of  communit)  life  and  life  in  the 
city  for  primary  grade  children. 
These  materials  utilize  to  the  fullest 
extent  the  experiences  that  the  child 
meets  in  his  every-day  environment. 
It  impressed  my  children  with  the 
[)recations  to  be  used  in  preventing 
colds,  playing  in  safe  places,  sharing 
and  being  good  helpers  at  home. 

5.  At  Home  in  the  Evening 

♦  The  unit.  Family  and  the  Home, 
can  ^vell  include  this  material  in  the 
primary  grades.  It  encourages  the 
establishment  of  pleasant  social  re- 
lationships among  each  member  of 
I  he  family.  The  thought-provoking 
questions  provided  dining  the  film- 
strip  showing,  and  as  a  part  of  the 
(ilmstrip,  provided  an  incentive  for 
good  oral  discussion  of  food,  good 
lighting,  ways  of  avoiding  accidents 
and  need  for  putting  away  toys.  I 
believe  that  among  the  currently 
produced  filmstrip  materials,  these 
are  among  those  ■\vhich  may  well 
find  their  place  in  the  conduct  of 
primary  grades  social  studies,  lan- 
guage arts  and  reading  readiness 
work.  • 


2  8 


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OCTOBER 


19  4  7 


2  9 


Inveutory  of  New  Materials 


(continued     f 

Of  particular  value  to  their  class- 
room use  is  the  summary  at  the  eiui 
of  each  film  reviewing  briefi\  the 
main  facts  presented  in  the  film;  an 
excellent  teaching  device  which  calls 
aiiontion  to  the  ])oinls  to  be  re- 
mrmlKied  about   liie  slate. 

W'liilc  il  is  impossiljK'  to  prescul 
summaries  of  all  the  films  in  ilu- 
series  here,  it  can  be  repf)rted  thai 
all  of  the  films  seen  so  far  have  been 
«)f  imiformly  good  c]uality.  excellent 
|)hotography,  antl  should  prove  \alu- 
able  teaching  tools  in  all  areas  of 
the  curriculum  studying  American 
states  and  regions. 

Films  now  available  include: 
Maine:  Neio  Hampshire:  Vermont: 
Massachusetts;  Rhode  Island:  Utah: 
California:  Arizona:  AVjc  Mexico: 
Wyoming:  Montana:  Grand  Canyon: 
Indiana:  Illinois;  Pennsylvania; 
Washington.  D.  C:  Florida:  Con- 
necticut. 

This  World  of  Ours-  (Series,  1  reel 
each.)  Sd.  Color  and  R.S:\V.  Ap- 
plv  for  price. 

•  .Another  Dudlcx  Picliues  Corp. 
series,  comparable  in  (onteni 
and  format  to  This  Land  of  Ours, 
listed  above.  Eventually  a  short 
leaching  film  will  be  available  on 
most  of  the  countries  and  signihcant 
areas  of  ilif  world. 

.\\ailable  novv  are:  Panama:  Cos- 
ta Rica:  Cuba:  Mexico. 

Training  Voii   to  Train   Your  Dog 
Series— United  ,S|3ecialists,   Inc. 
Jr.,   Sr.    H.S.,    Col.,    .idult:    Sport 
Clubs. 

•  Three  films  based  on  Blanche 
Saunder's  book  of  same  title;  films 
sub-titled:  1.  Puppy  Trouble,  2.  Ba- 
sic Obedience  Instruction,  and  .'5. 
Advanced  Obedience  Instruction. 
Prices  in  color:  1.  ,S1.')0.()()  and  2.  and 
3.  $210.00  each;  B&W,  1.  .^fiO,  and 
2.  and  3.  $75.00. 

Very  Dangerous— ( 1 8  min) .  Sound. 
Color.  S112..")0.  Rem  al  $3.75. 
NKliofC. 

High    School;    Health.    Hygiene, 
Phy.  Ed. 

•  For  male  audiences  only,  this  film 
deals  with  the  synijjtoms,  treatment, 
and  transmission  of  syphilis  and 
gonorrhoea.  The  germs  are  identi- 
fied    and     ihc    course    of    infection 


RO.M       PAGE       25) 

traced  with  diagrams  of  the  male 
genitals.  The  prevention  of  disease 
and  I  he  value  of  blood  tests  are  also 
included.  .V  very  dignified,  \aluable 
presentation  of  "difficult"  subject 
matter. 

Water  Supply  -    (10  min.)    B&W 
S  15.00;  Color  S75.00.    .\cademy. 

]r..  Sr.  H.S.,  Col.  Adult:  Gen.  Sci.. 
Chem.,  Geog.,  Geologx.  Xat.  Sci., 
Phys..  Physiol..  Health,  Xursing. 
Soc.  Studies. 

•  This  production  shows  how  the 
water  supplv  is  obtained  in  various 
sections  of  the  coimtry.  Beginning 
with  animated  diagrams  illustrating 
how  water  soaks  into  the  soil  and  is 
stored  there,  it  goes  on  to  show 
\arious  methods  of  remo\ing  this 
g  r  o  u  n  d  w  a  t  e  r  ,  such  as  natiual 
springs,  artesian  wells,  bucket  wells, 
and  hand  and  electric  piunps.  The 
use  of  surface  waters,  such  as  lakes 
and  rivers,   to  sujiply   the  needs  of 


large  cities  is  discussed,  including 
scenes  of  California  aqueducts. 

We  the  Peoples— 10  min.,  sound. 
Young  America  Films,  Inc.,  32 
East  57  th  St.,  New  York  22,  New- 
York. 

•  .\  provocative  documentary  film 
presenting  the  story  of  the  United 
Nations  Charter.  It  shows  how  man's 
desire  for  peace  and  human  rights 
and  his  abhonence  of  wars  led  to 
the  need  for  and  the  formulation  of 
the  United  Nations  Charter.  The 
aims  of  the  charter  and  the  organiza- 
tion formed  to  carry  tliem  out  are 
discussed  in  detail. 

Wool  (10  min.)  .Sound  B&W  S45 
EBF 

Intcrmed.,  }r  Sr  HS;  Social  Studies, 
Geography,  Commerce 

•  Produced  with  the  co-operation 
of  Dr.  R.  H.  Burns,  and  .Alexander 
Johnson,  both  of  the  University  of 
Wyoming,  this  film  shows  how  wool 
is  grown,  how  sheep  are  sheared, 
and  how  the  fibers  aie  processed  and 
tiniied  into  clothing. 


Filmstrips  and  Slides 


Atomic  Bomb  —  Technical,  for  sci- 
ence classes.  Visual  Sciences,  Box 
264  E.  Suffern,  New  York.   S3. 

A  Trip  Through  Our  School-$2.50 

TK. 

Prim:  Reading  Readiness. 

•  .\  new  filmstrip  not  c[uite  through 
production.  It  is  a  picimc  story  of 
a  child  in  his  first  day  at  school.  He 
visits  the  principal,  the  nurse,  boiler 
room,  etc.  Two  or  three  lines  of 
elementary  reading  matter  are  on 
each  picture. 

Brotherhood  of  Man  —  Brandon 
Films,  Inc..  KiOO  Broadway,  New 
York   19,  N.  Y. 

•  Scientific  facts  of  the  biological 
conmionness  of  all  peoples  is  ex- 
plained with  deftness  and  humor  in 
color  cartoon  animation.  Based  on 
Races  of  Mankind  by  Benedict  and 
Weltfish. 

Clouds-Sct  of  40  2  X  2  slides.  Color. 
Miniday  &:  Collins. 
Jr..  Sr.  H.S..  Col.:  Gen.  Sci. 

•  .A  series  of  colored  slides  showing 
the  various  cloud  formations  accord- 
ing to  the  internal ir)nal  system  of 
classification. 


Death  VaIIey-18  color  slides.  $G.OO 
per  slide.    ^\'est-\'iew  Co. 
Element,    and    up.     Geog.,    GeoL, 
Xat.Sii. 

•  Beautiful  color  scenes  of  historic 
Death  Valley  National  Monument. 
Accompanied  by  explanatorv  text 
and  map  of  the  region. 

The    Desert    in    Bloom  —  1 8    color 
slides.    $6.00  per  set,   50c  per  in- 
dividual  slide.-    West-View    Co. 
Element,  and  up.    Nat.  Science. 
•The    colorful,    exotic    blossoms    of 
the  otherwise  austere  and  forbidding 
cacti    of    the    Souihwestern    desert. 
Reautifid      jjhoiograpliv      in     color. 
Complete  with  text  giving  names  of 
the  varieties  and  additional  informa- 
tion on  desert  vegetation. 

The  Fireman— set  of  15  2x2  slides, 
Color.    Minidav  8:  Collins. 
Prim.;  Soc.  Studies. 

•  .\  series  of  colored  slides  produced 
to  show  the  part  that  a  fireman  plays 
in  community  life;  his  cciuipment 
and  its  care,  fire  inspection,  how  a 
fire  call  is  made  and  received,  fire- 
men fighting  a  fire,  safety  precau- 
tions taken,  and  first  aid. 

(  t:  C)  N  T  I  N  V  V.  D       ON       PAGE       34) 


3  0 


SEE     AND     HEAR 


New  All(lio-^  i>iial 
E  y  L  1  P  M  E  >  T 

•  ANNOL  XCEMENT  b^  ihe 
\'ictor  Aniniaiijgraph   Corpo- 
ration  of   that    manufacturer^ 
•  _  ne\%-     "Lite     Weight"      16nini 

^^-,  sound  motion  picture  projector 

^H^  (see   illustration   at    left)    was 

^^  made    this    past    month.     The 

company's  answer  to  the  need 
for  a  dassrooni  model  projec- 
tor consists  of  a  single-unit 
54-pound  machine  which  ma\ 
be  easUy  handled  by  any  class- 
room teacher  or  yoimgster. 
Fabricated  of  aluminum  and  handsome'y  styled,  the 
■■Lite-\Veight"  was  designed  for  small  groups  only  am! 
supplements  the  company's  all-purpose  "eO"  model 
which  is  better  fitted  for  auditorium  and  assembly  use. 
Priced  at  onlv  S375.00  the  new  small  machine  come~ 
complete  with  a  speaker  and  amplifier  within  th^ 
single  case.  .\  larger  sjjeaker  and  increased  amplifica 
tion  mav  be  added  but  for  such  needs,  ilie  campan\ 
recommends  its  "60"  model. 

In  the  same  month  comes  news  of  a  new  $1,500,000 
manufacturing  plant  to  be  construaed  at  Davenport-. 
lowa.  bv  X'ictor. 


PllL  HOEFLER 
PRODl(TIO\S 


J^/^a^///G 


PALL  HOEfLER  .  .  . 
^   R-  G  S-,    expictf, 

'ecTuref,    producer 
c"      A*rico  5p«oks 

■nc:»on   pictures 


YELLOWSTONE 
GRANDTETONS 


TUNA  FISHING 
-  -  -s"5  :■". 

TUNA  PACKING 

n   r,:r,.-S7J.OO 


Ever  since  Paul  Hoeriet  procu^eu  (he 
tint  l6miii  color  and  sound  mocioo 
picture,  his  work  has  beeti  distio- 
piished  for  photographic  excellence, 
high  sound  tidelicy  and  accurate,  in- 
teresting presentation.  Preview 
prints  of  current  releases,  in  fuJJ  col- 
or end  sound,  are  available,  charges 
prepaid.  Print  prices  include  reels 
and  cans. 


Western  Aif  Trails  NO.  1 :  W^f.- 
niricent  ground  ai>d  aerial  scenes  of 
old  Faithful,  Grand  Canyon  of  the 
Yellom-stone  and  other  natural  won- 
ders:   wiM    life,    fishinz   and    dude 


Companion  teaching  films  of  unu- 
sual merit,  high-lighted  by  excicine 
fishing  sceiies  aboard  tuna  clippers 
in  Central  American  warers,  plus 
•r       —  p!ete  runa  padcing  process. 


PAUL  HOEFLER  PHOPV^^i®^* 


Sol«  Di»is«>"- 


Other  Projector  Matmfactitring  Deielopments: 

•k  The  RC.\  ■400"  16mm  sound  motion  picture  pro- 
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on  the  16th  anniversary  of  the  development  of  16mni 
soinid-on-film  bv  RCA  engineers,  is  said  to  deUver 
>oiuid  of  the  highest  fidelity  yet  heard  on  this  i\pe  of 
LX]uipment.  A  high-quality  unit,  the  "400"  was  coh- 
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both  auditorium  and  classroom  use. 


H*<^K<UU'U>UUf. 


pictures    en 


an    inlegrc'ec    =e-  e:    Z'    ~  z--    — 

FRACTIONS 

Designed    priMoriiy    lo   oio    :r.e    <=  ^  -  r  '  ^  -  ■  - 1- 

in    suKSK>riz?r>a    bosic    co'ice^':  i:    ;    . 

•  Introduction  to  Fractions 

•  How   fo  Add  Fractions 

•  How  fo  Subtract  Fractions 

•  HoM^   fo   Change   Fractions 

•  How   fo   Multiply  Fractions 

•  How^    fo   Divide    Fractions 

•  Decimal  Fractions 

•  Percenfoge 

n»e  FiesS  Fovr  Pkfvres  ol  the  Series  Are   New   AvaUoble 


Eocfc  ome  reel   im   leagtfc,  «ntfc   se«ad. 
U   color.   $75.00— m   block   oad    -bite   $45.00 

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NEW! 


miEMott 


"Peoples  of  Canada" 

TUs  I4nn  loaad  pictvrc  was  finf  prodoccd  by  tW  N«tie«al 
FIni  Boacd  of  Caowla  ■■  IMt  lo  sko«  Hw  coirtribstiew  >hiek 
eacb  satieaal  aad  racial  9ra«p  makes  to  tiM  coaiposita  ckaraetar 
cf  Hs  ■»  hoadaBd.  U.  S.  teackcrs  kav*  fosad  Ifeis  2l-«iiast« 
p'cfiire  lo  Talaabic  tfcat  H  kas  bacenc  tfcc  most  popslar  film  pro- 
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are  sore  joq  vill  waat  it.  We  are  auttkorized  U.  S.  distributors  of 
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Splendid  educot*onal  films  p'oduced  by  fhe  N<3t>onc4  Fila  Boord 
of  CofXKkz.  There  is  wo  charge  or  obtigotion.  Adiiress: 


International  Film  Bureau,  Inc. 

84  Ecsf  Randolph  St.,  Chicago  1,  III. 


OCTOBER 


19  4  7 


3  I 


Visual  Education 

and 
COLLECIE  HISTORY 


By  C.  \' 

Dfjjt.  of  Hislory,   i'u 

IHA\E  OFTEN  BEEN  ASKED 
the  question,  "Of  what  use  are 
recent  history  fihns  to  my 
course  in  History  37-137?"  In  in- 
vestigating the  much  discussed 
audio-visual  material,  I  ha\e  ap- 
proached their  use  for  the  first  time 
and,  frankly,  my  reaction  to  their 
use  varies  with  the  materials.  If  I 
were  to  make  one  general  statement. 
It  would  be  this:  that  the  cmrent 
history  film  can  present  a  startlingly 
realistic  experience  in  history,  such 
as  would  never  be  brought  to  stu- 
dents through  any  other  medium. 
Films  do,  then,  usefully  supplement 
experience  and  personal  recollec- 
tions in  rcconsnucting  recent  his- 
tor\'. 

Within  ihe  last  year  I  approached 
the  use  of  films  in  my  recent  history 
class  for  the  first  time,  and  I  am 
happ\  to  report  some  of  my  re- 
a(  lions. 

1  li.i\c  ne\er  considered  education 
a  matter  of  merchandising  in  which 
ihc  customer  (student)  is  always 
riglii  and  the  purveyor  of  educa- 
lional  wares  seeks  f)nly  to  stock  his 
shehes  with  what  he  thinks  the  pub- 
lic will  want  to  buy.  and  to  fill  his 
display  space  with  what  he  ho]jcs 
will  catch  the  e\c  of  the  potential 
(iisioiiui.  11  the  teacher  doesn't 
know  "ihc  sluclenl's  needs"  in  his 
held  better  than  the  student  does,  he 
ought  to  exchange  |)laces  with  him; 
and  if  the  content  of  a  course  will 
not  "sell"  it  to  students,  no  one  has 
any  right  to  foist  it  upon  them  by 
abuse  of  personal  showmanship  or 
advertising.  The  value  of  any  course 
is  to  be  judged  by  the  amount  and 
character  of  cerebration  that  takes 
place  in  it  or  as  a  result  of  it— brain 
work,    that    is— new    learning,    new 


.  Easum 

iversity  of   ]Visconsi?i 

and  better  thinking.  A  history  course 
is  to  be  judged  also  by  its  success 
in  bringing  a  period  and  its  people 
back  to  life.  For  that,  it  seems  reas- 
onable to  suppose  that  a  documen- 
tary film  would  be  most  useful. 
Whatever  helps  to  stimulate  a  stu- 
dent's interest  is  always  useful;  for 
//  you  don't  lutcrcst  him,  you  can't 
teach  him. 

So  I  did  not  show  the  fust  cuneiu 
history  or  war  films  in  response  to 
anv  student  suggestion  or  demand. 
It  \\as  my  own  idea.  So  was  the  first 
choice  of  films. 

From  there  on.  howcxer.  I  de- 
pended more  on  students'*  choices. 
I  asked  them  for  advice,  got  a  good 
deal  of  it,  and  was  guided  by  it.    I 


was  guided  in  the  choice  of  films  by 
the  comments  and  recommendations 
of  students  in  the  earlier  class  which 
had  used  them,  and  by  the  volunteer 
previewing  committee  of  students 
who  joined  me  at  the  pre\iews  dur- 
ing which  we  selected  suggested 
films.  Several  of  these  volunteers, 
by  the  way,  were  high  school  teach- 
ers scouting  for  materials  or  acting 
as  buyers  for  their  own  courses  in 
high  school  assemblies. 

One  dominant  impression  is  re- 
tained: the  doctmientary  films  is  the 
one  most  useful.  The  authentic  pic- 
torial (and  sound)  record  of  an 
event  is  convincing.  "Staged  stuff" 
is  not.  No  matter  how  artistically  is 
may  have  been  staged  and  photo- 
graphed—as for  example  those  long 
strips  showing  Alexander  Nevsky, 
Peter  the  Great,  or  those  peasants" 
vows  of  \engeance  in  The  Battle  of 
Russia*— or  how  well  those  speaking 
pictures  of  Nazi  leaders  (clipped  out 
of  The  Triumph  of  the  Will)  may 
fit  into  other  contexts,  the  more  any 
documentary  record  has  been  tink- 
ered with  or  edited,  the  less  use  these 
students  ha\e  for  it.  They  are  im- 
mediately skeptical  about  it,  suspec- 

*Most  of  the  students  were  advanced  students: 
a  percentage  were  graduate  students,  and  a 
sizable  group  were  veterans.  A  few  were  teach- 
ers of  history  on  the  loolt-out  for  new  methods 
and  new  materials. 

*.'MI  films  mentioned  in  this  article  may  be 
obtained  from  the  Regional  Film  Sub-Libraries 
of  the  United   States  Army. 


Films  of  World  War  II  events  arc  "outside  reading"  for  Current  History  37 


r-  J 


-<-'~'^-^  - . -'^"      5.- -' "^-^■^iSef  .*''*' ^  w'-'''^!S?^ 


3  2 


SEE       AND       HEAR 


ting  that  it  has  been  "doped  up," 
and  discount  it  accordingly  or  sim- 
ply reject   it. 

Several  films:  Know  Your  Ally 
Britain,  and  USA.  for  example,  were 
thought  interesting:  b\  students  as 
examples  of  war-time  propaganda, 
psychological  documents,  \aluablc 
for  that  reason  onlv.  The  early  part 
of  This  Is  Germany,  all  of  it  ob\  i- 
ously  staged,  was  heavily  discounted 
for  that  reason  by  my  students. 
Airocit\  pictures  from  Malmedy  and 
Buchcnwald.  for  example,  were  de- 
plored by  quite  a  number  of  women 
students  as  "too  horrible,"  and  bv 
some  of  the  war  veterans  as  "hate 
stuff"  none  too  useful  in  war  time 
and  harmful  in  peace  time,  as  ini- 
mical to  the  prospect  of  reconcilia- 
tion arid  peace. 

As  to  techniques  and  procedures, 
\\e  found  the  pictures  much  more 
useful  when  the  teacher  could  tell 
the  class  something  beforehand  — 
])referablv  more  than  a  little— about 


^lie    I  lew     Uictor 

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the  character  and  content  of  the  film 
to  be  shown,  what  to  watch  for,  and 
so  on.  The  pictures  were  discussed 
in  conference  the  next  dav. 

This  is  especially  true  of  a  foreign 
language  film  such  as  The  Triumph 
of  the  Will.  That  film  has  scores  of 
illustrative  scenes  of  very  great  value, 
provided  that  the  students  know 
what  they  are  seeing:  such  as  the 
Arbeitsdienst  boys  sounding  off,  "We 
create  new  acres  for  the  farmer," 
"We  drain  swamps,"  "VV^e  build 
roads  from  city  to  city."  Or  honor- 
ing the  war  dead  by  lowering  their 
flags,  then  raising  them  all  at  once 
and  shouting  in  unison,  "Vou  are 
not  dead.   Vou  live  again  in  us." 

In  using  films  I  would  like  to  have 
;i  room  rigged  up  with  a  siop-and- 
start  arrangement  so  that  one  could 
stop  the  film,  explain  something  just 
shown,  back  up  and  show  it  again, 
icll  a  class  what's  coming  next,  then 
show  that.  I'd  like  to  have  a  micro- 
''one  and  a  speaker  rigged  for  the 
lecturer  so  that  he  could  put  in  some 
"patter"  of  his  own  along  with  the 
film,  name  the  persons  as  thev  ap- 
pear, and  so  on.  The  Triumph  of 
the  Will  would  be  good  for  at  least 
half  a  dozen  such  lectures.  Then 
students  would  know  what  manner 
of  men  they  were  of  ^vhom  society 
had  to  rid  itself  at  Nurnberg  where 
they  had  stnuted  their  stuff  in  their 
sixth  annual  Parteitag  in  that  film. 

The  ^vhole  Why  We  Fight  series 
was  almost  universallv  commended 
by  all  who  saw  it.  We'll  be  using 
that  for  years. 

The  animated  maps,  outlines,  and 
other  graphic  devices  for  showing 
the  geography  of  campaigns,  re- 
sources, and  changes  are  excellent 
teaching  techniques.  Much  may  be 
made  of  them. 

Films  seem  to  me  to  be  mucli 
more  useful  in  history  teaching  to 
show  just  what  happened  than  to  tell 
whv  or  what  of  it. 

In  summary—  I  say,  we'll  tell  'em! 
\()u  show  'em!  That  should  be  an 
effective  combination.  Films  will 
remain  an  effecti\e  supplement  to 
mv  recent  historv  courses. 


FILMS 

TO       HELP 

BUILD 

THE       PEACF 

For  School  and  Community 
16mm.  Sound  Film 


THE    PEOPLE'S    CHARTER 

FirsI  official  U.N.  production  outlines  purposes, 
emergence,  and  vital  world  importonce  of  the 
United  Notions.  Stresses  dependence  of  U.N.  on 
peoples  of  the  world. 

17    MINUTES 
RENTAL    S2.50  SALE    S37.50 

BROTHERHOOD    OF    MAN 

Fcmed  animated  cartoon  in  co/or,  based  on 
"Races  of  Mankind"  pamphlet,  presents  scien- 
tific focts  in  gay,  witty,  effective  technique.  Ideal 
for  ideas  of  UNESCO 

10  MINUTES 

RENTAL    S3.00  SALE    S80.00 

SPOTLIGHT    ON    THE    BALKANS* 

Strategic  position  of  this  oreo,  historic  develop- 
ment of  these  notions  traced,  and  indication  of 
pressures  for  reforms  and  progress. 

11  MINUTES 

RENTAL    S1.25  SALE    S25.00 

YEAR    OF    FREEDOM 

Summory  of  problems  and  progress  in  postwar 
Czechoslovokio.  Positive  presentation  with  com- 
mentary written  by  Maurice  Hindus. 

10    MINUTES 
RENTAL    SI. 25  SALE    $25.00 

WE    SURVIVED 

Rebuilding  Poland  special  victim  of  Naziism,  is 
difficult  without  outside  help  but  work  goes  on 
by  labor,  volunteer  soldiers  and  civilians. 

10    MINUTES 
RENTAL    $1.25  SALE    $25.00 

PALE    HORSEMAN 

International  noture  of  public  health  memorably 
pictured.  The  Pale  Horseman  is  pestilence,  dis- 
ease, postwor  misery  in   Europe,  Asia. 

19  MINUTES 

RENTAL    $2.50  SALE    SSO.OO 

NOW  —  THE    PEACE* 

Charts  and  onimotion  exploin  the  plan  and  pur- 
pose of  the  United  Notions  Related  octuol  scenes 
of  persons,  places  and  events  underscore  this  ap- 
peal for  world  peace. 

20  MINUTES 

RENTAL    S2.50  SALE    SSO.OO 

FOOD  —  SECRET    OF    THE    PEACE* 

The  plight  of  impoyerished  nations  brought  home 
with  impact  to  the  more  fortunate  notions  which 
must    supply   equipment   and    food    to    build    the 
peace.  Wih  Discussion  Trailer. 
17    MINUTES 
RENTAL    S2.50  SALE    S40.00 

^Produced  by  National  Film  Board  ot  Canada 

AVAILABLE  AT  LEADING  VISUAL  EDUCATION 
DEALERS  FOR  RENTAL  AND  SALE  — OR  FROM: 


♦  Write  to  the  Bookshelf  Editor 
at  See  &  He.xr  Mag.azine,  812  North 
Pcarborn  .Street.  Chicago  (10)  for 
]jrices  and  lists  of  latest  audio-visual 
books  and  pamphlets  now  available. 


Amimii 


1&00      BROADWAY 
NEW     YORK     If,     N.     Y. 


OCTOBER 


I   <)    I   7 


3  3 


luveiitorv  of  New  Materials 


(continued     from      page     30) 


Food,  Clothing,  and  Shelter  Series— 
S2.50  each.    TF,  Inc. 
Prim.;  Soc.  Studies. 

•  The  record  of  man's  struggle  ami 
progress  in  feeding,  clothing,  and 
sheltering  himself  is  traced  from  ear- 
ls to  modern  times  in  these  fihn- 
sirips  entitled:  I)  Maya's  Use  o^  Fire, 
2)  How  Man  Mastered  Fire,  3)  How 
Miiii  Has  Learned  to  Shelter  Him- 
self, 4 )  How  Man  Learned  to  Make 
Cloth.  5)  Early  Man  and  His  Food, 
6)   Man's  Shelter  Today. 

The  Hatchery-23  frames,  S2.50.  TK. 
Prim.:  Reading  Readiness. 

•  .V  more  or  less  follow-up  sior)  ol 
the  earlier  lilm.  .Mother  Hen.  This 
film  has  the  same  egg  hatching  se- 
(juence  except  that  the  hen  is  re- 
placed by  an  incubator  to  show- 
larger  cpiantities  of  chicks  being 
hatchetl.  From  the  egg,  delivered  to 
the  hatchery,  to  the  chick  in  the 
crate  ready  for  sale  or  shipment,  are 
all  treated  in  this  filmsirip.  Two  or 
three  lines  of  reading  matter  are  well 
presented  in  this  filmstrip. 

Moliday  Series  —  3  filmstrips,  35 
frames  each.  Clolor,  $6.00  each. 
IF,  Inc. 

Prim.;  Reading  Readiness,  Sac. 
Studies. 

•  Titles:  I)  The  Story  of  St.  Valen- 
tine's Day  2)  Lincoln's  Birthday  3) 
Arbor  Day.  These  films  explain,  re- 
spectively, why  St.  X'alentine's  Da\ 
is  celebrated  as  a  holiday,  why  Abra- 
ham Liiuoln's  birthday  is  celebrated, 
and  by  jjieseiiting  an  attractive  story 
of  Johnny  .Appleseed,  fosters  inter- 
est in  the  im|jortam  part  all  children 
can  play  in  constant  dexelopment  of 
tree  life  about  them. 

How  to  Conquer  War  —  Federalist 
Films,  391  Bleecker  St.,  New  York 
14,  N.  V.    $3. 

•  Need  [or  world  control,  histori- 
cal dc\elopmeiu  of  larger  "peace 
iniit,"  analogy  of  U.  S.  federation. 
Next  step  is  world  federation.  Re- 
X  ised  to  include  scenes  of  atomic 
bomb   destruction. 

How    to    Live    With    the    Atom  — 

58  cartoons.  35mm,  $2.50.  Film 
Publishers,  Inc..  12  E.  44th  St., 
New  York  17.  \.  \.,  also,  National 


Connnittee  on  .Atomic  Inloinia- 
lion.  1749  L  St..  N.W..  Washing 
ton  6.  D.  C. 

•  Cartoon,  dealing  with  all  phases 
of  the  atomic  problem. 

How  to  Tell  Time  —  Two  P.nis  — 
S2.50  each.    TF.  Inc. 
Prim;  Sac.  Studies. 

•  Part  1  is  entitled,  The  Hour  and 
the  Half-Hour:  Part  II,  The  Min- 
utes. They  introduce  the  jiupil  to 
the  concept  of  time,  and  give  insti  ac- 
tion and  practice  in  telling  time. 
At  the  end  of  each  filmstrip  a  clock 
\^iihoui  hands  ma\  be  projected  on 
(he  blackboard  to  give  girls  and  i;o-,  s 
experience  by  drawing  in  the-  hands 
to  show  stated  times. 

Intermediate  Science  —  9  filmsiiijjs. 
250  frames.  Color.  $33.50  the  set, 
$4.40  each.  Charter  Oak  Films, 
Inc. 

Intermed..  Ji.  HS;  Biol..  Cm.  Sii.. 
(ieog..  Geo/.,  Xat.  S(i. 

•  Nine  filmstrips  in  full  color  lor 
middle  and  upper  elementary  graile... 
\isuali/iiig  science  concepts  clifluuli 
to  exjjerience  directh.  Stresses  sci- 
entific methods  and  how  scientihc 
disco\  eries  are  made.  I"  i  t  1  e  s  :  1  j 
What  Is  In  the  Shy?  2)  How  Our 
Earth  Began  3)  About  Our  Earth 
■f)  Our  Earth  Is  Mox'ing  5)  Our 
Changing  Earth  6)  The  Beginnings 
of  Life  7)  Animals  of  Long  Ago 
8)  Man  of  Long  Ago  9)  Parts  of  a 
Flowering  Plant.    Teai  tier's  Manual. 

International  Date  Line— 37  frames. 
$2.50,    IF,  Inc. 
Jr.,  Sr.  HS;  Sor.  Studies. 

•  This  filmstrip  introduces  the  con- 
cept of  the  International  Date  Line; 
wh\  it  was  necessary  to  create  one, 
how  it  functions,  and  the  reasons 
for  its  increasing  importance  in  oi-.r 
age  of  rapid  transportation.  It  ex- 
plains the  different  time  zones  and 
their  relationship  to  the  Interna- 
tional Date  Line,  and  how  the  Date 
Line  Itnictions  in  making  for  a  sin- 
gle and  continuous  day  of  iweniv 
loin  lioins  throughout  the  vvorlil 
It  ends  with  |iertii)ent  cjuesiions  lo 
sliniulaU'  discussion. 

The  Maihnan-set  of  15  2x2  slides, 
C;olor.    .\Iunday  &  Collins. 
Prim.;  Soc.  Studies. 


•  A  series  of  color  slides  produced 
to  show  what  both  the  rinal  and  the 
city  mailmen  do  as  their  part  in  our 
e\er\clay  connniuiit\   life. 

Modern  Textiles  —  set  of  60  2x2 

slides.  Color.    Mimda\   &:  Collins. 
Jr..  Sr.  H.S.;  Art. 

•  This  series  of  slides  shows  designs 
by  well-known  leaders  in  textile  de- 
sign. 

Oil  Tanker-10  frames.  B.&:\V.  $3.00. 
Audio  \isual  Enterprises. 
Inlerniediale  C.uides.    Social  St ud- 
iis.  Commerce. 

•  llie  role  of  the  modern  oil  tanker 
ill  ilie  collection  and  distribution  of 
oil  pioducts.  Illustrated  with  draw- 
ing and  li\e  photographs  of  the  large 
12  tanker.  Closeups  of  oil  handling 

eipiipment  are  shown,  as  well  as 
kc\  members  of  the  crew,  how  they 
work  and  li\e  aboard  ship. 

The   Policeman  —  set   of    15   2  x  2 

slides.  Color.    Miuula\    R;  Collins. 
Prim.:  Soc.  Studies. 

•  .\  scries  ot  colored  slides  produced 

10  show  ihc  pail  pla\ed  in  commu- 
nii\  life  b\  the  policeman,  and  to 
break  clown  any  fear  of  the  policc- 
iiiaii    iliat    a   small   child   max    ha\e. 

1 1  ])ortrays  xvhat  the  policeman  does, 
and  the  how,  when,  where,  and  wh\ 
of  his  duties. 

Sandy    Is    a    Ground    Squirrel  —  55 

frames.      B.  &:  W.      .\udio  -  X'isual 
Enterprises. 

•  This  is  the  story  of  a  live  pet 
sciuirrel's  visit  to  a  children's  muse- 
um, w-hat  he  sees  and  does  there.  It 
is  designed  as  supplementary  read- 
ing for  the  primary  grades,  with  a 
coinrolled  xocabularx-  for  the  2nd 
grade  le\el. 

Scotty's  Castle— 18  color  slides.  $6.00 
per  set,  50c  per  slide.  \Vest-\'iew 
Co. 
U jiper  elementary  and  above. 

•  First  official  color  photographs 
ever  taken  of  the  interior  of  Death 
\'alle\  Scotty's  fabulous  Castle.  Built 
with  the  hirtune  that  Scott\  accjuired 
from  unknown  sources,  the  Castle 
is  an  architectural  odditx  and  a 
sioiehouse  of  art  treasures  and  a 
miscellaneous  collection  of  speci- 
mens. Together  with  e\|)laiiaior\ 
text. 

United  Nations  Charter  —  $2.60. 
Brandon  Films,  Inc.,  KiOO  Broad- 
way. New  York  19,  \.  ^.,  also. 
New    York     Liii\ersit\     Film    Li- 


.^  4 


SEE       AND       HEAR 


bran.  Press  Annex  Bldg.,  26 
Washington  Place,  New  York  16. 
New  York. 

•  Functions  ot  \arioiis  agencies  of 
the  UNO.  Neecl  and  possibilities  for 
\\orld  control. 

Lp  and  .\iom— 67  frames.  Film  Piib)- 
lishcrs.  Inc..  12  E.  44th  St.,  New 
^ork   17.  New  \  ork.    S2.50. 

\'isualized  Units  in  Color  from 
Coronet  Series—  (10  2"x2"  slide 
sets)  Color.  Apply  for  price.  S\E. 
Intermed.,  Jr.  Sr.  H.S.:  various 
subjects  (see  titles). 

•  This  series  is  the  result  of  a  co- 
operaii\e  program  between  the  So- 
ciety for  \'isual  Education.  Inc.,  and 
Coronet  .Magazine  wherebv  selected 
Coronet  picture  stories  (a  regular 
monthly  feature  of  the  magazine) 
are  made  available  in  slide  form. 
Each  set  in  the  series  contains  ten 
or  more  2"x2"  colored  slides  organ- 
ised according  to  ctnrriculum  units. 
S\'E  will  choose  additions  to  the  se- 
ries from  fiuure  issues  of  Coronet. 
Present  titles: 

A  Christmas  Carol:  H  o  ic  Your 
Money  Is  Made:  Medicine  One  Hun- 
dred Years  A^o:  The  Mississippi 
River:    The   Monster    of   Paricutiu: 


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The  Seien  M'onders  of  the  Ancient 
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The  \Vorld's  Great  Madonnas  Se- 
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f)er  strip.    S\'E. 

Intermed..    Jr.    Sr.    H.S.,    Adult. 
Church  groups:  Art.  Art  Histor\ 
Religious  studies. 

•  Compiled  and  edited  by  Cynthia 
Pearl  Maus.  and  based  on  her  book 
of  the  same  title,  this  series  of  film- 
strips  contains  great  examples  of 
Madonna  and  Holy  Family  pictures 
srathered  from  the  four  comers  of 
the  globe.  The  paintings  have  been 
chosen  to  present  a  record  of  the 
Madonna  and  her  Son  from  the  time 
of  the  Annunciation  to  the  return  of 
the  Holv  Family  from  Nazareth.  The 
first  three  strips  are  entitled  Great 
European  Madonnas:  others  are 
called  Great  .Madonnas  of  .isia: 
Great  Madonnas  of  Africa;  Xorth 
.American  Madonnas:  and  South 
American  Madonnas. 

We  the  Peoples  —  2  units,  Young 
.\merica  Films.  Inc.,  32  East  57th 
St..  New  York  22.  New  York. 

•  Unit  1,  The  Xeeds  and  Purposes 
of  the  Charter.  Our  responsibilities 
in  carrving  out  the  principles  con- 
tained in  the  charter  are  explained 
and  illustrated.  Unit  2.  The  Char- 
ter's Organization.  A  presentation  of 
the  organization  formed  to  prevent 
wars  and  the  significance  of  this 
niachiners-  to  create  a  bietter  world. 
S5.00  each  set. 

(  C  O  N  T  I  X  t  E  D      O  .N       P  .\  G  E       4  0) 


Designed  and  built  to  the  exacting 
specifications  of  audio-visual  speciolists 
who  asked  for  a 

professional  16mm. 
sound-on-film  projector 
for  the  Salesroom, 
Classroom  &  Auditorium 

The    newest    DeVRY    projector    is: 

(1)  SMALL  — 

Co-^pac*  as  a  porrobe  typewriter 

(2)  LIGHTWEIGHT  — 

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(3)  TOP    QUALITY  — 

F  res'   z'    ~a'e'  a  s   a~d  workmanship 

(4)  PRICED    RIGHT  — 

Fits  Its    -OS*   ^odei*   c-dge* 

De\'RY  engineers  designed  them. 
DeVRY  craftsmen  built  them.  These  beau- 
tiful, efficient  and  durable  16inm.  sound- 
on-film  projectors  reflect  De\RV's  more 
than  3-4  years  of  motion  picture  equip- 
ment inventive  and  development  experi- 
ence. Into  them  has  gone  the  same  crafts- 
manship that  builds  DeVRY  35mm. 
projectors  and  amplifiers,  which  are  doing 
so  much  to  produce  "the  perfect  show"  in 
the   world's   liner   theaters. 

These  new  De\RY  professional  16mm. 
sound-on-film  projectors  are  on  the  way 
to   \ou.    Watch   for   them.    Wait   for  them. 


DeVRY  Corporation  SHJ-DIO 

I  I  I  I    Armltage    Avenue 
Ctiicogo  14,  Illinois 

Send  me  without  obligation,  latest  information 
on  DeVRY  t6mm.  Projection  Equipment. 

Hone 

Address     

C  • . Sllte 


SPfOAUSTS  M  MOrrC '- 


£a^.;=*(£NT  aHce  /9;3 


OCTOBER 


1  9  4 


3  3 


Commercial  Subject  Teaching 
with  the  Opaque  Projector 


SHORTHAND  requires  a  given 
:md  definite  amount  of  time 
lor  presentation  and  mastery, 
even  when  the  best  available  manu- 
als are  used.  In  addition  we  toimd 
that  there  is  no  substitute  for  center- 
ing attention  by  all  the  class  on  the 
given  portion  of  a  shorthand  intro- 
ductory lesson.  To  do  this  we  found 
the  opaque  projector  indispensable. 
Particularly  in  one  class  of  adults 
who  were  limited  as  to  the  amount 
oL  time  they  could  spend  in  outside 
study,  we  found  that  the  projection 
method  of  prepared  typewritten 
texts  or  exercises  taken  directly  from 
the  text  was  a  rapid,  direct  source 
of  teaching  assistance.  In  the  class- 
room we  dictated  the  material  in  the 
usual  manner,  but,  instead  of  cover- 
ing the  blackboard  with  innumer- 
able, unrelated  shorthand  symbols 
in  answer  to  questions  from  individ- 
ual students,  we  flashed  instead  a 
jMcparcd,    opaque    projected    image 


By  William  C.   Dubals 

Instructor,   ]\'est  Allis  Scliool  oj   I'ncatioiiiil 
and    Adult    Education,     ]\'rst    Allis,     M'isr. 


on  the  screen.  Each  student's  at- 
tention was  focused  directly  on  the 
information  that  was  being  taught. 
AVell  thought-out  difficulty  plates 
could  be  made  out  in  advance, 
flashed  quickly  on  the  screen  with 
the  assistance  of  the  opacjue  projec- 
tor, so"  that  all  could  see  and  study 
,the  specific  information  sought.  On 
any  one  plate  each  student  could 
read  directly  to  the  source  of  his  diffi- 
cult\;  each  student  knew  what  he 
wanted  to  find  out  and  looked  for 
that  part  of  the  plate. 

The  projected  lessons  made  it  pos- 
sible for  the  teacher  to  point  out  and 
review  pre-prepared  outlines  of  situ- 
ations it  has  been  demonstrated  by 
experience  are  troublemakers.  At- 
tention is  quickly  focused  on  these 
points  and  the  semi-darkness  seems 


tcj  discourage  inter-student  conversa- 
tion; attention  is  almost  enforced. 
.\ny  teacher  as  he  progresses  through 
the  beginning  steps  in  the  studv  of 
shorthand  can  quicklv  and  simph 
i\pe  and  write  projection  plates  b\ 
limiting  the  copy  area  to  a  six-inch 
square  or  the  capacity  of  the  opaque 
jjrojector.  Xew  plates  can  be  made 
u\)  t|uickl\  to  anticipate  the  needs 
of  the  students  as  thev  progress 
through  their  shorthand  experiences. 
For  a  cjuick,  easy  and  effective  way 
of  directing  attention  to  new  mate- 
rials, and  for  reviewing  bothersome 
]joints,  the  opaque  projected  plan 
has  worked  out  extremely  well. 

Now,  briefly,  we  turn  oiu-  atten- 
tion to  improving  the  teaching  of 
the  touch  system.  Simply,  it  is  this. 
Have  )ou  ever  tried  txping  in  the 
dark?  If  we  have  really  taught  the 
touch  system,  it  should  be  possible 
to  do,  but,  when  we  turn  out  the 
lights  and  ask  people  to  tvpe  mem- 
orized  copy,   surprising   things  hap- 


Below:  Here  is  an  easily 
removable  device,  hinged 
on  machine,  designed  to 
avoid  disturbing  light 
leaks  around  bottom  edge 
of  opaque  projector. 


Lloreover,    beirfic  of  b p^s  ,    the; 


444  Page  514 


ey  won't/rust  no  natter 
'  >   --   if' 


4x^ 


lonp    they    11*»   in  pin   trays   nor  hov.    long    they 


are   left   in  pap^s.      Two  other    features    are  worthy 


of  special  mention.     They  have  large  headsj^so  they 


peci 


oijFti    th 


can't   slip  clear    throHEti    the  papers   and,  so  they  maj; 
^        -^  -^ ^  ^ — ^     .fo  -^  ^         '~~ 


-f- 


Le  easily  an^^ulckly  removed.     They  have  a  b 


lasting    firvish    that    is   as    smooth  a^velA/et.      ^eis , 

^      ^^     ^ ^^ 2— J. ."  ^—^7    ■      ^ 

Our   bar^K   plr.s  will   contrl^'jte  much   to  trf^  smooth 


-^ 


rtinnlne   of  your  office.      H 

\     . ■ 1<3 ^-^ 


fiere   Is  a  size 


case  you  have  mislaid   the  one  we  sent  you.     V.'hy 


not  tell  y6ur  supplyclerk    to  buy  a    few,  boic^  richt 


_=!_ 


-A 


y-i-'^^sK^ 


■  jcordially   yours, 


.Vbom,:  When  this  quickly  typed  and  shorthand  inscribed  lesson 
is  screened,  each  student  can  go  directly  to  the  difficulty  which 
applies  to  his  case. 

(Courlcsv  Gregg  Melhoil  M.imial,  Part  2,  Louis  A.  Leslie,  Ciiegg  T'uh.  Co. 
Chicago.    IM.) 


Below:  By  slowly  jnomng 
material  from  top  to  bot- 
tom, along  the  projector 
tray,  the  slowest  typist  as 
well  as  the  fastest  can 
follow    at    his    ow)t    pace. 


3  6 


SEE       AND       HEAR 


pen.  AVhen  ive  quickh  take  speci- 
ments  of  this  dark  typing  material 
and  flash  them  on  the  screen  with 
the  opaque  projector,  the  opportun- 
ity for  self-criticism  is  a  real  chal- 
lenge to  the  learning  typist.  Man) 
students  discovered  they  had  been 
"sneaking  a  peek"  on  various  oper- 
ations. Some  were  shocked  when 
they  saw  what  they  had  actually  writ- 
ten. It  bore  little  resemblance  to 
what  should  ha\e  been  perfect  typ- 
ing. Use  of  the  opaque  projector 
simplified  diagnosis  of  bad  typing 
habits  and,  in  some  cases,  was  the 
onlv  wa\   thev  could  be  caught. 

Another  use  of  the  opaque  pro- 
jector is  in  projecting  speed  tests  so 
that  the  slower  and  the  faster  typist 
could  be  challenged.  The  six-inch 
projector  copy  allows  the  instructor 
to  move  the  copy  at  a  rate  so  that 
the  slowest  typist  could  keep  up  with 
a  short  assignment  and,  at  the  same 
time,  the  fastest  typist  could  move 
ahead.  Certainly,  the  opaque  pro- 
jector offers  opportunities  for  in- 
genuity and  resourcefulness  in  quick- 
ly bringing  to  the  attention  of  every- 
one individual  specimens  of  work, 
teacher-prepared  materials,  and  re- 
view  assignments. 


TRAINING  YOU 
TO  TRAIN  YOUR  DOG 

The  Accepted  /Method 
of  Obedience  Training 

BASED    ON    THE    BOOK    OF    THE    SAME    TITLE    BY 
BLANCHE    SAUNDERS 

PUPPY 
TROUBLE 
—  20  Minutes 

Helen  Hoyei  & 

lowell   Thomas, 

Narrators 


BASIC 
OBEDIENCE 
INSTRUCTION 
—  33  Minulei 

Lowell  Thomoi, 
NorrotoT 


ADVANCED 
OBEDIENCE 
INSTRUCTION 
—  27  Minutes 

Lowell   Thomos, 
Nofratof 


Three   16mm  Sound  Films  in  Color  or 
Black  and  White 

Blanche  Sounders.  Director; 
Louiie  Branch,  Producer  &  Photogropher 

United  Specialists,  Inc. 

America' s   Fortmott   Producer   of    Dog    Films 

PAWLING    •    NEW    YORK 


After  the  Atom 

(c:onmnl:ed  from  p.\ce  14) 
which  assumption  demands  that 
cikicati\c  and  political  forces  bring 
mankind  to  understanding  and 
agreement  in  the  short  time  allotted. 
This  job  will  require  courage  and 
\  ision  and  energ\  and  determina- 
tion." 

In  Planeview,  the  problem  of 
atomic  energx  was  treated  in  vari- 
ous subjects  and  units.  In  Ameri- 
can History,  the  resource  iniit  was 
used  as  a  part  of  the  unit  on  foreign 
policy.  It  was  used  in  other  courses 
in  government,  world  problems, 
English,  and  science.  Plaieview  in- 
structors, whose  classes  are  pictured 
are:  Miss  Romona  Martin,  Ray- 
mond   Miller,    Bruce    Stewart,    and 

.Mrs.   Lillic  Zimmerman. 

*  *         * 

Radio  Experiment 

(continued  from  page  17) 
and  keeping  our  forests  and  wood- 
lands growing.  They  ought  to  rea- 
lize how  important  our  forests  are 
to  all  of  us— to  each  one  of  us. 
-■Vmerican  boys  and  girls  have  such 
a  big  stake  in  our  God-given  natural 
resources,  they  ought  to  do  every- 
thing in  their  power  to  safeguard 
them  against  all  their  enemies- 
natural  and  human  alike.  And  that 
goes  for  al  Ithe  Joe's  and  Sam's  and 
June's  in  this  wonderful  coiuitry  of 

ours." 

*  *         * 

Kodaclirome  Slides 

(continued  from  p.\ge  23) 
helping  children  build  a  background 
of  experience  for  reading  readiness, 
the  creative  teacher  will  find  many 
wavs  to  improve  on  the  technique 
outlined  above.  It  is  well  to  re- 
member that  this  is  but  one  of  the 
manv  ways  which  will  promote  con- 
tinued growth  in  vocabulary  and 
provide  concrete  experience  for 
children.  It  is  a  device  which  should 
not  be  used  too  often,  but  used 
thoughtfully  and  carefully  it  will 
contribute  to  proficiency  on  the  pan 
of  children  in  the  joyous  business 
of  getting  thought  from  the  printed 

word. 

*  *         • 

♦  Have  you  seen  the  1947-48  edition 
of  the  Sports  Film  Guide?  Lists  near- 
Iv    800   sports    films    now   available. 


ANEW 

FILM  RENTAL 

SERVICE 


Best  educational  results  from  teaching 
films  are  obtained  when  the  teacher 
prepares  the  lesson  after  previewing 
the  film.  Also  all  important  film  lessons 
should  be  shown  at  least  twice  with  time 
intervening. 

To  enable  your  school  to  meet  these 
educational  objectives,  Ideal  Pictures 
Corporation  offers  a  new  rental  ar- 
rangement. Films  will  be  sent  from  the 
nearest  office  having  an  available  print 
on  Monday  of  the  week  for  use.  Ship- 
ment will  be  by  parcel  post,  special 
delivery.  You  then  have  the  use  of  the 
film  until  Friday.  At  this  time  the  film 
must  be  returned  by  parcel  post, 
special    delivery. 

We  give  you  this  new  service  at  the 
regular  catalogue  ratis. 

To  facilitate  this  new  service  we  will 
enclose  our  return  address  label  with 
correct  postage  affixed. 

WE  SHIP  ON  MONDAY  — 
YOU     RETURN     BY     FRIDAY 

Schools  still  preferring  our  one-day 
booking  plan  will  be  serviced  as  usual. 
You  hove  only  to  state  a  preference  for 
one-day  bookings. 


IDEAL 

Pictures  Corporation 

World's      Largest      I6nim      Film      Rentol      Librory 

28  East  Eighth  St.*  Chicago  5,  III. 
Offices  in  Principal  Cities 


OCTOBER 


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HedWasoiiI 

The  dramatic  life  story  of 
Stave  Swift  shows  how  an 
enterprising  Cape  Cod  farm 
boy  helped  build  an  indus- 
try that  today  serves  the  en- 
tire nation! 


O 


Red  V^'i"'!  pictures  autlicn- 
tically  reproduced  scenes  of 
19th  century  Americana. 
You'll  see,  in  beautiful  col- 
or, early  railroads,  great 
herds  of  cattle  roaming  the 
Western  plains,  cowboys 
singing  around  their  camp- 
fire,  the  early  telegraph,  and 
the  financial  panic  ot  '93! 
To  reserve  Red  Wagon 
for  your  school,  church  or 
club,  write: 

RED  WAGON 

Swift  &  Company 

Public  Relations  Department 

Chicago  9,  III. 

16  mm.  SounJ  Color— 45  minutes 
Distributed  tree  on  request 


THE  FINEST  IN  16  MM. 

SHORT  SUBJECTS 


DOCUMENTARY 
SHORTS 

(1    Real   Each) 

life  of  the  Ant 
A  Fish  Is  Born 
Living  Flowers 

• 

SYMPHONICS 

(I    Reel   EochI 

National  Philharmonic 
Symphony  of  122  Musicians 

ROSAMUNDE 
AIDA 

with  a  mixed  chorus  of   100  voices 

SPECIAL    FEATURETTES 

13   Reeli   Each) 
Robinson  Crusoe 
This  Is  China 

Kamet  Conquered 

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COMMONWEALTH  PICTURES 

CORP. 

729  Seventh  Avenue,  NewYork  I9.N.Y. 


Questions  and  Answers 

(continued  from  p.age  15) 
5.  "Made  teaching  easier  by  moti- 
vating children's  interest." 
Have  the  films  made  social  studies 
more  interesting  to  yo  iias  zvell  as 
to  the  children? 

1.  "Definitely;  many  new  and  in- 
teresting things  were  brought  to  m\ 
attention.  Built  iij)  my  background 
and  gave  me  leads  to  further  stud\." 

2.  "Yes,  because  most  of  the  films 
ha\e  portrayed  material  teachers 
have  tried  to  make  children  ap|)reci- 
ate  and  learn  from  book  reading 
onlv;  now  the  appreciation  could  be 
shared  in  common  by  actual  Aiews." 

3.  "The  films  made  our  social 
studies  so  interesting  that  this  study 
has  become  a  part  of  our  school  lite. 
Student  government  was  developed 
from  it." 

4.  "Very  much  so.  I  never  enjoxed 
geography  so  much  before.  In  fact, 
I  ne\er  learned  any  geography  until 
I  started  teaching  ten  years  ago,  and 
I  found  out  more  this  semester  than 
in  the  Qi/o  years  together.  ' 

5.  "They  have  deepened  m\  inter- 
est: gi\cn  me  more  'interest  pegs' 
that  link  together  things  that  1  read, 
pictures,  music,  etc." 

Haxie  parents  indicated  any  particu- 
lar interest  in  the  film  study? 

1.  "Ves.  In  several  instances 
pupils  brought  films  that  the  fath- 
ers got  in  the  offices  where  they 
worked." 

2.  "Ves,  bv  sending  niaga/incs, 
figiuines  and  other  articles  pertain- 
ing to  our  studv.  " 

3.  "Many  parents  have  expressed 
their  interest  in  our  \\ork  in  xarious 
ways." 

4.  "Ves,  because  they  bought 
books.  Iielped  with  reports,  helped 
choose  suitable  books  at  the  library, 
etc." 

5.  "Ves,  they've  been  cooperating 
unusually  well.  .\  few  ha\e  told 
me  that  their  'neighborhood  movies' 
are  nf)t  so  popular." 

Has  there  been  a  developing  refer- 
ence habit  among  the  childreti  due 
to  the  fdm  study? 

1.  '"i'es.  it  has  sliuuilaled  them  to 
the  extent  where  they  \oIuntarily  go 
to  the  library  for  material." 

2.  "Yes,  and  it's  carried  over  into 
all  our  work.  .\ny  question  arising 
means  reference  work  to  pro\e  the 
answer  nn  their  own  accord." 


3.  "Decidedly  so.  No  newspaper 
item  escapes  them  that  mentions  any 
subject  studied.  Library  books  still 
continue  to  stream  into  our  room." 

4.  "\'ery  much  so.  Our  enclyco- 
pedias  were  never  used  so  much  be- 
fore." 

Has  the  use  of  films  seemed  to  stimu- 
late group  feeling  and  cooperation 
ivith   one  another? 

1.  "Ves.  a  better  social  conscious- 
ness developed.  Children  also  learned 
to  respect  and  sympathize  with  each 
other's  opinions  and  views." 

2.  "\'erv  much  so.  Children  are 
anxious  to  share  books  and  exhibits 
with  each  other." 

3.  "Yes,  among  the  boys  especially 
—groups  with  a  common  interest 
woidd  work  together." 

4.  "It  seemed  to  be  a  natural  out- 
come to  work  in  groups.  They 
helped  each  other  out  whenever 
possible. " 

In  goieral,  has  there  been  an  in- 
creased participation  i»  class  dis- 
Have  the  films  and  teaching  mate- 
cussions  when  using  films? 

1.  "Ves,  almost  everyone  wanted 
to  tell  something." 

2.  "Ves,  children  whose  reading 
comprehension  was  poor  were  able 
to  answer  questions  by  just  looking 
and  paying  attention." 

3.  "Yes,  poorer  readers  had  a  bet- 
ter chance  to  participate." 

4.  "Particularly  for  children  who 
have  reading  difficulty;  they  enjoyed 
the  |50wer  and  imderstanding  the 
film  gae  them." 

;").  "The  stenotypist's  report  would 
show   the   answer  to  be   "Yes"! 
rials  seemingly  developed  more  in- 
terest in  geography? 

1.  "It  helped  to  make  less  colorful 
paits  of  the  imits  clearer  and  better 
ajjpreciated." 

2.  "Thev  looked  forxvard  to  geog- 
rajjhy  period.  The  other  division 
asked.  'Why  can't  we  studv  geog- 
i"a])h\   like  that?'  " 

3.  "Our  geography  books  were  ex- 
ceedingly popidar.  In  fact,  there 
were  complaints  at  times  that  cer- 
taiTi  children  Avere  hoariiing  desir- 
able books.  " 

Did  this  possible  increased  interest 
continue  throughout  the  unit;  that 
is,  during  the  periods  ichen  films 
were  not  shown? 

1.  "Ves.  It  is  manifested  through 
contributions  of  oiuside  materials— 
cniireh    voluntar\." 


3  8 


SEE       AND       H    E    .\    R 


2.  "\()t  (>iil\  tlir()iii;li  liii-  unii  bin 
ihi()us;h  the  Near.  KgNpt  is  still  as 
popular   as   it   was   last    \o\cinber." 

3.  "Films  are  vvhai   ilu\   wanted." 

4.  "Not  as  much  as  ulnii  (iliiis 
were  shown.  " 

These  responses  to  i|iiestioniiaires. 
alon,^  with  anetclotal  lecords.  do  not 
b\  an\  means  cover  the  wide  range 
of  acti\ities  seemingly  stimulated  b\ 
students'  interests  e\ol\inu  Ironi  a 
program  of  audio-visual  education. 
Even  thougfi  iiuercst  and  the  eftett 
of  interest  on  children's  school  acti\  i- 
ties  are  difficult  of  objecti\e  measme- 
ment,  yet  the  manifestations  of  such 
interests,  both  in  and  outside  the 
school  room,  are  so  apparent  thai 
teachers  can  easily  recogni/e  them. 

The  most  evident  of  these  "inter- 
est links,"  as  indicated  in  the  mate- 
rial just  described,  can  be  smnmar- 
ized  as  follows: 

1.  There  is  an  increased  pupil  par- 
ticipation in  cfass  discussions  lueas- 
ined  b\  number  of  responses.  Poor 
reatiers  and  slow  students  fmd  oppor- 
tunities for  participation. 

2.  Children  of  all  aliility  levels 
are  stimulated  to  do  more  reference 
and  outside  reading. 


ftUtYOUPOSTUn 


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[ducational. . .  Entertaining! 
NATURE... 

Birds    of   the    Barrier 
Coral   and    its   Creatures 
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Strange    Sea    Shells 
Catching   Crocodiles 
People  of  the   Ponds 

HISTORY... 

Our  Declaration    of    IndependtRn 

Our  Constitution 

Our  Bill   of    Rights 

Our  Louisiana    Purchase 

Our  Monroe   Doctrine 

MUSIC... 

Liszt   Concert,   with    Georgy  Sandor 
Screen   Songbook   in   Color,   Six  SubJeettI 

America 

End    of   a    Perfect    Day 

Home   on  the    Range 

Jingle    Bells 

Old    Black   Joe 

Home   Sweet    Home 

"STRANGE  AS  IT  SEEMS"... 

Emperor    Norton  Gold   and    Man 

Mark   Twain  Little   Jack    Hornef 

Lafayette  Fifty  Year   Barter 

Silver   Threads  Star  Gazers 

These  anJ  other  excellent  new  releases 
are  available  at  leading  Film  Libraries 
— for  rental  or  sale.  For  the  complete 
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OUR    NEW    ADDRESS. 


POS 


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POST    PICTURES    CORP. 

1 1 S  W.  4Sth  St.,  Ne w  York  1 9,  N.  Y. 


;?.  The  animated  class  discussion 
\\ith  accom|)an\ing  work  in  corre- 
lated projects  seem  to  result  in  more 
Mailing  of  a  research  nature. 

1.  .Vrticles.  news-cli])ping.  pic- 
tures, lelics,  heirlooms,  ligiuines, 
etc.,  are  brought  in  b\  studeius  in 
gieatcr  nimibers. 

,").  (Collections  of  pre\iousl\  men- 
tionetl  articles  ha\e  been  instrumen- 
tal in  stimulating  jjrojcct  work  or 
other  group  acti\  ities  of  the  children. 

<>.  Apixirently  the  stimulation  re- 
sulting from  the  film  study  has  car- 
ried i)\er  to  other  subject  fields. 

7.  I  here  has  been  an  increased 
intei'est  and  loojieration  on  llie  ])art 
ol   parents. 

8.  Teachers  ha\e  been  able  to  pre- 
sent a  wider  \arietv  of  work,  some 
which  was  of  little  interest  \vhen  pre- 
sented in  the  usual  textbonk  manner. 

9.  There  has  been  a  coiuiiuied  in- 
terest throughout  the  year  in  units 
olwork  completed  earier  in  the  |)ro- 
gram. 

10.  I  here  has  been  a  noticeable 
increase  in  the  interest  and  tolera- 
tion in/of  our  own  mincjrit\  groujjs 
and  certain  racial  and  nationalit\ 
groujjs  ol  foreign  ccjuntries. 

I  I.  I  here  has  been  a  better  spirit 
ol  cooperation  among  students  in 
carrxing  out  common  tasks. 

12.  There  has  been  a  carrv-ovcr  to 
ihe  teachers  of  this  general  interest. 

With  such  consistent  e\idence  at 
hand  from  this  and  somewhat  similar 
studies,  certainly  we  are  justihed  in 
recognizing  the  tremendous  \alue  of 
interest  in  film  programs,  not  so 
much  in  the  films  themsehes,  al- 
though that  is  of  course  necessary, 
but  in  the  realization  that  a  film  pro- 
gram can  pro\ide  a  very  real  and 
valuable  impetus  for  carr\-o\er  into 
additional  and  varied  activities.  It 
is  from  these  activities  that  pupils 
gain  nuich  of  their  real  learning. 
Teachers  must  realize  that  the  suc- 
cess of  an  audio-\isiial  program  lies 
largely  in  the  proper  presentation 
and  follow-up  of  the  audio-\isual 
materials,  and  only  partly  in  the 
c|ualii\  and  appropriateness  of  the 
films  or  other  aids  used.  Too  often 
teachers  ha\e  foimd  so-called  fdm 
piograms  not  coming  up  to  expec- 
tations onl\  because  the  films  were 
not   projierly    utilized. 


''Projected  Visual 

Juis  iH  the 

Clturck'' 


by  Williaiii  S.  Ilvt-kman 


.S3.7.5 


An  outstanding  authority,  for 
twenty  years  Director  of  Reli- 
gious Education  in  the  Lake- 
wood  (Ohio)  Presjjyterian 
Church,  ])resents  the  results  of 
his  experiments  in  the  use  of 
prcjjected  visual  aids  in  wor- 
ship and  preaching  services, 
film  forums  and  curriculum 
enrichment.  It  points  the  way 
to  the  more  effective  use  of 
this  vivid  new  teac-liing  tech- 
nique. 

The  scope  and  value  of  the 
book  can  be  gained  by  glanc- 
ing through  a  partial  list  of 
subjects  treated  in  its  pages, 
as  shown  i>elow: 

Uniqueness  of  the  Visual  Aid 

Levels  of  Function 

Role  of  the  Teacher  and  Principles  for  the  Teacher 

Picture  Focused  Worship 

The  Film  Forum  Technique 

Films  for  Discussion 

The  Principles  of  Utilization 

How  to  Choose  Films  and  Slides 

Physical  Factors  in  Audio-Visual  Programs 

Screen  Size  in  Relation  to  Rooms  and  Audiences 

A  Functional  Analysis  of  Projection  Equipment 


THE 
PI  LGRIM 


PRESS 


o  c:  T  O  ?.  E  R 


19  4  7 


3  9 


Inventory  of  New  Materials 


lion  done  b\    Dr.  Glenn  T. 
and   Xfil   Hamilton. 


Seabora 


(continued     from     page     35) 

Maps  and  Charts 


Davis-Smith  Science  Chart  Series  — 
(32  charts,  50"x38"  each)  $47.50 
set.  A.  ].  Nystrom  &  Co.,  Chicago. 
Jr.  Sr.  H.S.:  Gen.  Sci.,  Pliysi(s. 
Geology,  Bnlntty,  Zoology,  Physi- 
ology, Astronomy,  Meteorology. 

•  lornuilaled  b\  I.  C.  Davis,  Profes- 
sor of  .Science  ai  the  Univ.  of  Wis., 
and  L.  E.  Sniiih.  Head  of  .Science 
Department,  South  High  School. 
Omaha,  Neb.,  this  scries  is  a  ])icto- 
rial  i^reseniaiion  of  the  basic  prin- 
ciples of  science.  Actual  conicnt  is 
based  upon  a  thorough  anahsis  ol 
the  ten  leading  texts  in  science  as 
well  as  an  analysis  of  the  courses  of 
study  in  a  wide  selection  of  cities 
and  states.  The  charts  are  organized 
around  underlying  principles,  fol- 
lowed by  practical  applications,  antl 
are  thus  useful  for  introductory  as 
well  as  re\iew  jjurposes.  Printed  on 
heavy  manila  and  set  in  a  chart 
head,  a  tripod  stand  is  included  in 
quoted  price.    Titles: 

Tlie  Properties  of  Air;  The  Uses 
of  Air:  The  Properties  of  Water: 
Water  Appliatucs:  The  Properties 
of  Heat;  Uses  of  Heat  Energy: 
Weather  and  Climate;  Storrns;  Daily 
Weather  Map:  The  Earth  and  Its 
Motions;  Heavenly  Bodies:  Simple 
Machines;  Cotnbining  Simple  Ma- 
(liines:  Energy  Transformations: 
Sound  and  its  Characteristics:  Hear- 
ing and  Music;  Light  and  its  Char- 
acteristics: The  Eye  and  Optical 
Appliances;  Ma  gleets  and  Static 
Electricity;  Current  Electricity;  Elec- 
tromagnets  and  Their  Uses:  Alter- 
nating Current;  Rocks  and  Soils: 
Soil  Conservation  and  Eertili'y: 
Plants  and  Their  Parts:  Growth  and 
Reproduction  of  Plants;  Poods  and 
Their  Uses;  Foods  and  Fibres:  In- 
sects and  Birds:  Plant  and  Animal 
Diseases:  Man  and  His  Body  Func- 
tions; Different   Forms  of  .-inimals: 

Recordings 

Atomic  Ronib  —  20  niin.,  12".  78 
R.P..\I.,  ^I2..j().  Lewellen  Club 
Productions,  8  S.  Michigan  Ave., 
Chicago  ?>.   Illinois. 

•  A  dramatic  presentation  in  ilie 
form  of  a  dialogue  between  Mr.  Neil 
Hamilton  and  Dr.  Glenn  T.  Seaborg, 


which  explains  in  relatively  simple 
and  iniderstandable  terms,  the  basic 
concepts  of  nuclear  fission.  This  re- 
cording is  concerned  largely  with 
the  phvsics  of  the  bomb  with  brief 
mention  of  the  political  implications. 

Doctor  Elizabeth— .SO  min.  progiam. 
$10.00.  Training  Aids,  Inc. 
Jr.,  Sr.  H.S.,  Col.,  Adult;  Civics. 
Clubs,  Eng..  Lang.  Arts,  Xat.  Sci.. 
Pysiol.,  H  e  a  1 1  li  .  Xursing.  So( . 
Studies,  Soc. 

•  Ihc  stor\  of  an  original  "career 
girl,"  Elizabeth  Blackwell.  who  de- 
fied con\ention  and  prejudice  lo 
become  the  nation's  first  woman 
doctor. 

Henry  V-Allnim.  RCA. 

.Sr.   H.S.,  Col.:  Ens..  Lang..  Arts. 

•  Laurence  Olivier  with  the  London 
Philharmonic  Orchestra  and  chorus 
are  featured  in  this  group  of  se- 
lected recordings  from  the  screen 
presentation  of  Shakespeare's  Henry 
v.  Olivier,  taking  the  parts  of  se\- 
eral  players,  delivers  a  vital  reading 
of  such  immortal  lines  as  the  First 
Chorus  speech,  the  St.  Crispin's  Day 
address,  and  Burgunch's  speech.  The 
music  is  composed  and  conducted 
by  William  Walton. 

Meet  Your  Mind— 20  min.  program. 
Lewellen's  Productions. 
Jr.,  Sr.  H.S.,  Col.,  Adult;  Clubs, 
Ge7i.  Sci.,  Guida7ice,  Physiology, 
Health,  Nursing,  Psychology  and 
Teaching,  Soc.  Studies.  Soc. 

•  .\  recorded  program  starring  Brig. 
Gen.  William  C.  Menninger.  It  dis- 
cusses "crazy"  things  normal  people 
do,  psychiatry  in  an  extrenieh  sim- 
ple language  as  it  applies  to  every- 
day living,  and  suggestions  for  main- 
taining and  possibly  improving 
mental  health. 

Peacetime  Uses  of  Atomic  Energy— 

20-min.  program.  Lewellen's  Pro- 
ductions. 

Jr.,  Sr.  H.S.,  Col.,  Adult:  Chem.. 
Civics,  Clubs,  Gen.  Sci..  Physics. 
Physiology,  Health.  Xursing.  Soc. 
Studies,  Soc. 

•  This  recorded  program  includes 
discussion  of  uranium  pile,  fission 
products,  radio-active  isotopes,  and 
limitations  on  atomic  energy  for 
])ower  and  heating,  with  ihe  narra- 


RCA  Victor  Record  Library— 21   al- 
bums, S4.75  per  .Album,  Complete 
Library,  $98.75. 
Prim.,  Intermed.;  Music. 
•  This   series   is   a    basic   library   of 
records  for  use  in  the  classroom.   Or- 
ganized for  complete  teaching  needs 
in  integraticjn  and  in  such  acti\ilics 
as    listening,    rhythms,    singing,    toy 
bands,  Christmas,  singing  games,  In- 
dians, and  other  topics,  the  ]3rogram 
pro\  ides    an    abundant    amount    of 
material  for  classroom  needs. 

Unity  of  Free  M^n  —  Written  by 
Stephen  Vincent  Benet  for  the 
C:ouncil  on  Democracv,  read  b\' 
Ravinond  Massey,  2  sides,  Colum- 
Ijia,  No.  44008.  75  cents. 


Abreviation  Key 

CIF:  Coronet  Instructional  Films, 
Coronet  BIdg..  Chicago  1. 

EBF:  Encyclopaedia  Brittannica 
Films,  Inc.,  20  N.  Wacker, 
Chicago  6. 

IFB:  International  Film  Bureau. 
84  E.  Randolph  St.,  Chicago  1. 

NFBofC:  National  Film  Board 
of  Canada,  84  E.  Randolph  St., 
Chicago    1.     (.Mso    New    \ork 

c;it\) . 

SVE:  Society  of  Visual  Education, 
Inc..  100  E.  Ohio  St.,  Chicago 
II. 

TF,  Inc.:  Teaching  Films,  Inc.. 
20  West  20th  St.,  New  York 
C:iiv. 

TK:  Frindl-King,  123  S.  Bowling 
Giccii  Wav,  Los  Angeles  24. 


CORRECTION 

The  address  of  Informative 
Classroom  Picture  Publishers  is 
Grand  Rapids.  Michigan,  instead 
cjt  New  York  City  as  erroneously 
printed  in  September  See  ,^nd 
Hear  .M)lire\  iaiion  Kev. 


4  0 


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The  famous  teachers  of  classical  Greece 
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youths.  Today's  teacher,  working  in 
the  American  tradition,  often  must 
instruct  hundreds  in  the  course  of  a  day. 


And  now,  with  the  highest  enroUments  in 
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Yet  under  even  these  trvdng  conditions, 
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Write  today  for  illustrated  literature  to 
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INTERNATIONAL  JOURNAL  OF  AUDIO-VISUALEDUCATION 


fovember  ♦  1947 


ORGANIZING    A    FILM    FORM/Al 


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day  Ufe  and  surroundings  of  ordinary  people 
of  that  time  and  can  be  used  by  all  educa- 
tional and  religious  groups  regardless  of  creed. 


"2000  Years  Ago  In  Palestine" 

(Each  two  reels-Approx.  20  minulei) 

THE  HOME 
•  '        THE  DAY'S  WORK 
\.  THE  SCHOOL 

^\  THE  TRAVELERS 

^        THE  SYNAGOGUE 

Rtntal  J*. 00  p»r  day.  long-ttrm  l«al»  $50  ptr  rt«l. 


DiVribufors  for  Universal-lnfernational  and  J.  Arthur  Rank 

Incorporating  Bell  &  Howell  Filmosound  Library  &  Caslle  Films 

445  Park  Avenue    •     New  York  22,  N.  Y. 


Please  send  me  the  catalogue  checked  below:     Dept    51  M 
Recreationol  D       Educational  n       Religious  U 

NAME 

POSITION 

ORGANIZATION 

(;ifY ZONE    SIAT:. 

We  u«:    D  14mm  Sound,     D  Silent,    D  8mm 
UNITED  WORLD  FILMS,  INC.  .  .  445  Po.k  Ave.,  New  York  22,  N. 


L. 


FILMS 

THAT  TEACH 

CHAPTERS 


RINTAL    LIBRARY    ACCESSIONS    SINCE    THE 

PUBLICATION   OF   OUR   NEW    EDUCATIONAL 

CATALOG 

ARE   YOU   POPULAR?   (Coronet)    10 

min.,   Jr.-Sr.    H.S.,    Rental    $2.00 
BUTTERFLY  BOTANISTS  (Coronet)  10 

min.,   Jr.-Sr.   H.S.,   Rental   $2.00 
FRENCH  FOR  BEGINNERS  (Teaching 

Films)  10  min.,  Sr.  H.S.,  Rental  $2.00 
HALOGENS  (Color)  (Coronet)  10  min., 

Sr.  H.S.,  Rental  $3.85 

HOPi    ARTS    AND    CRAFTS    (Color) 

(Coronet)  10  min.,  Elem.-H.S.,  Rental 

$3.85 
INTERMEDIATE     TUMBLING     (Color) 

(Coronet)  10  min.,  Jr.-Sr.  H.S.,  Rental 

$3.85 
JOHNNY    LEARNS    HIS    MANNERS 

(Pictorial)     22     min.,     Elem.,     Rental 

$3.50 
MAKING   A   MURAL   (Color)   (Britan- 

nica)  10  min.,  Sr.,  H.S.,  Rental  $3.85 
MUSICAL   INSTRUMENTS- THE 

STRINGS   (Teaching   Films)    10   min., 

Elem.,  Rental  $1.65 
NATURAL  RESOURCES  OF  THE 

PACIFIC  COAST  (Coronet)  10  min., 

Elem.-Sr.,  H.S.,  Rental  $2.00 
OXYGEN  (Coronet)   10  min.,  Sr.  H.S., 

Rental  $2.00 
SEAPORTS  OF  THE  PACIFIC  COAST 

(Coronet)     10    min.,    Elem.-Sr.    H.S., 

Rental  $2.00 

SEWING  SIMPLE  SEAMS  (Young 

America)  10  min.,  Jr.-Sr.,  H.S.,  Rental 

$1.65 
SHY   GUY   (Coronet)    13    min. 

H.S.,  Rental  $2.50 
WHEAT:     STAFF     OF     LIFE 

(Simmel)  30  min.,  Elem.-H.S 

$9.40 

FIRST  WITH  THE  NEW  FILMS 


Jr.-Sr. 

(Color) 
Rental 


IDEAL 

Pictures  Corporation 

World's      lorgest      t6mm      Film      Rerlol      Library 

28  East  Eighth  St.  •  Chicago  5,  III. 
Offices  in  Principal  Cities 


See  §  Hear 

INTERNATIONAL  JOURNAL  OF  AUDIO-VISUAL  EDUCATION 
CONTENTS    FOR    NOVEMBE  R 


.\udio-Visiial  Program  Standards:  by  a 
National   Committee   of  Fourteen....    10 

Talking  Back  to  a  Film:  a  Film  Forum 
Guide  bx  Robert  H.  Schacht  and  L. 
Hany  Strauss    12 

.\nd  Sudden  Death,  in  Slides:  Safety 
Training  by  Col.  George  Mingle 15 

Showing  the  School  to  the  Community: 
an  American  Education  ]\'eek  Feature 
by  Margaret  Parham IG 

Documenting  Nature:  an  article  on  Bird 
Study  by  Dorothy  Hobson  and  Lor- 
raine Salaman 17 

Buffalo's    1    Point    Visual    Instructional 


Materials  Service:  an  article  by  Jose- 
phine E.  Andrews 18 

Better  Movies  Through  Careful  Editing: 
Notes  on  Making  Better  Films 20 

Television— .\djunct  to  Present  \isual 
Materials  in  Public  Education:  an  ar- 
ticle by  Edward  Stashef) 22 

Meeting  Teacher  Problems:  an  article  by 
E.  J.  Zeiter '.   24 

Training  in  ,\udio-VisuaI  .Materials:  /;y 
Robert   H.  Moore 26 

Rearing  Spiders:  a  unique  science  feature 
by  Lh:  Harle\  P.  Brown 27 

.\udio-\'isual  Program,  Okmulgee.  Okla.: 
an  article  by  Merrill  McMillan 28 


PUBLISHED  AT  812  N.  DEARBORN  STREET  -  CHICAGO  10,  ILL. 


Earl  M.  Hale,  President 

Walter  A.  VVittich,  Editor 

William  Ball,  Art  Director 

New  York  Office: 

.501  West  113th  Street, 

Robert  Seymour,  Jr.,  Eastern  Mgr. 

Issue  ."i  of  \'olume  3.  published  November.   1947 


O.  H.  Coelln,  Jr.,  Publisher 
John  Guy  Fowlkes,  Editor 
Martin  Simmons,  Circulation 
Los  Angeles  Office: 
3418  Gardenside  Lane, 
Edmund  Kerr,  Western  Mgr. 


at  812  North  Dearborn  Street.  Chicago  10,  b\  Aiitlio- 
Visual  Publications,  Inc.  Trade  Mark  Registered  U.  S.  Patent  Office.  Entire  Contents  Copyright  \9A1 . 
International  Rights  Reserved.  Application  for  second  class  matter  pending  at  ihe  Post  OffKc.  Chitagn. 
Illinois.  By  subscription:  $3.00  for  the  school  year;  foreign  $3.50.  Address  all  advertising  and  siibscrip- 
tion   requests   to   the  Office  of    Publication    in   Chicago,    Illinois. 


PAUL  HOEFLER  .  .  . 
F.  R.  G.  %..  explorer, 
naturalist,  author, 
lecturer,  producer 
of  "Africa  Speaks" 
and  other  notable 
motion   pictures 


YELLOWSTONE 

AND    THE 

GRAND  TETONS 

22  min.-S150  00 


TUNA  FISHING 

11  min. -$75.00 

TUNA  PACKING 

11  min._S75.00 


Pil^L  HOEFLER 
PRODIIOTIONS 


Ever  since  Paul  Hoefler  produced  the 
first  16mm  color  and  sound  motion 
picture,  his  work  has  been  distin- 
.nuished  for  photographic  excellence, 
high  sound  fidelity'  and  accurate,  in- 
teresting presentation.  Preview 
prints  of  current  releases,  in  full  col- 
or and  sound,  are  available,  charges 
prepaid.  Print  prices  include  reels 
and  cans. 


Western  Air  Trails  NO.  1:  Mag- 
nilicent  ground  and  aerial  scenes  of 
old  Faithful,  Grand  Canyon  of  the 
Yellowstone  and  other  natural  won- 
ders; wild  life,  fishing  and  dude 
ranching. 


Companion  teaching  films  of  unu- 
sual merit,  high-lighted  by  exciting 
fishing  scenes  aboard  tuna  clippers 
in  Centtal  American  waters,  plus 
the  complete  tuna  packing  process. 


PAUL  HOEFLER  PRODUCTIONS 

Sale.  DivUion-612</.  So.  Ridgeley  D„ve       _^ 


lo5  Angeles  36,  Co 


SEE     AND     HE.\R 


The  Inside  Story  of  a  remarkable      ■ 
16  mm.  Sound  Projector. . .  H 


This  amazing 
cut-away  view 
of  the  interior 
of  the  Ampro  "Premier-20"  I6min.  Sound 
Projector  reveals  the  complex  precision 
mechanism  and  advanced  design  of  this  un- 
usual unit.  It  presents  graphically  the  many 
functional  parts  which  assure  Ampro's  crisp, 
brilliant  pictures  and  high-fidelity  sound 
reproduction. 

Both  sound  and  silent  films  can  be  shown 
on  this  Ampro  16 mm.  projector.  Compact, 
easy  to  operate,  it  is  ideally  adapted  for  use 


n  homes,  clubs,  churches,  schools,  sales- 
rooms and  for  exhibits.  Has  ample  volume 
and  illumination  for  ordinary  auditoriums. 
Thousands  of  Ampro  1 6  mm.  sound  projec- 
tors have  made  remarkable  performance 
records  in  many  branches  of  the  U.  S. 
Government — in  leading  school  systems, 
libraries,  universities,  churches — in  top  in- 
dustrial concerns. 

Send  for  circular  —  Write  in  today  for 
fully  illustrated  circular  giving  details,  speci- 
fications and  prices  on  the  Ampro  "Premier- 
20"  1 6  mm.  Sound-on-Film  Projector. 


AMPRO    CORPORATION  •   2851   N.  Western  Ave.,  Chicago   18,  III. 

A  General  Precision  Equiprrient  Corporation  Subsidioiy 


Two  Projectors  in  One  . . . 

for  Filmsfrips  and  2"x  2" slides 

This  remarkable  unit  ofFeri — extra 
brilliant  illumination —  spit-second 
interchangeability  from  slides  to 
filmstrips  ond  back — simplified, 
quick  threading  for  filmsfrips — and 
simpler  focusing,  operating  and 
cleaning. 


N  O  ^   E  .M  B  E  R 


19  4  7 


THE  EDITORIAL  ADVISORY  BOARD  OF  SEE  &:  HEAR  MAGAZINE 


Roger  Albright.  Motion  Picture  Association 

Lester  Anderson,  University  of  Minnesota 

v.  C.  Arnspiger,  Encyclopaedia  Britannica  Films,  Inc. 

Lester  F.  Beck.  University  of  Oregon 

Esther  Berg,  Nem  York  City  Public  Schools 

Camilla  Best,  Xew  Orleans  Public  Schools 

Charles  M.   Bofsel.  Mihcaukee  Country  Day  School 

loSEPTi  K.  Boltz.  Citizenship  Education  Study,  Detroit 

Flovde  E.  Brooker.   U.S.  Office  of  Education 

James  W.  Brown.   1'irginia  State  Dept.  of  Education 

Robert  H.   Blrgert.  San   Diego   City  Schools 

Miss  J.  Margarft  Carter.  National  Film   Board 

Lee  W.  Cochrw.  University  of  loua 

Stephen    M.   Corey.   University   of   Chicago 

C.  R.  Crakes.  Educational   Consultant,  DeVry   Corp. 

.\\\o  DeBernarois.  Portland  Public  Schools 

Joseph  E.  Dic:kman,  Encyclopaedia  Britannica  Films 

Dean   E.   Doic.lass.  Educational  Drpl..   RCA 

Henry   Durr.    Virginia   Stale  Department   of  Ediualioji 

Glen  G.  Eye.  University  of  ]Visco>isin 

Lf:sLiE  Frye.  Cleveland  Public  Schools 

Lowell  P.  Goodrich.  Supt.,  Milwaukee  Schools 

William   NL  Gregory.   Western  Reserve   University 

|0HN  L.  Hamilton,  Film  Officer,  British  Information  Service 

Ruth  A.  Hamilton,  Omaha  Public  Schools 

O.  A.  Hankammer,  Kansas  State   Teachers  College 

W.  H.  Hartley,  Touison  Stale  Teachers  College.  Maryland 

John  R.  Hedges,  University  of  Iowa 

Virgil  E.  Herrick.  University  of  Chicago 

Henry   H.  Hill,  President,  George  Peabody   College 


Charles  Hoff,   University  of  Omaha 

B.  F.  Holland,  University  of  Texas 

Walter  E.  Johnson,  Society  for  Visual  Education,  Inc. 

Wanda  Wheeler  Johnston.  Knoxville  Public  Schools 

Herold  L.  Kooser,  Iowa  State  College 

Abraham   Krasker.  Boston    University 

L.  C.  Larson,  Indiana   University 

Gordon  N.  Mackenzie.  Teachers  College,  Columbia  Univ. 

Harold  B.  McCarty,  Director  WHA,  University  of  Wisconsin 

Bert  McClelland,  Victor  Animatograph   Corporation 

Charles  P.   McInnis,  Columbia    (S.C.)    Public  Schools 

Edgar  L.  Morphet,  Florida  State  Dept.  of  Education 

Ermne  N.  Nelsen,  The  .4mpro  Corporation 

Elizabeth  Goudy  Noel.  Radio  Consultant,  California 

Francis  Noel,  California  State  Department  of  Education 

Herbert  Olander.  University  of  Pittsburgh 

Boyd  B.  Rakestraw.  University  of  California,  Berkeley 

C.  R.  Reagan,  Film  Council  of  America 
Don   C.   Rogers,   Chicago  Public  Schools 

W.  E.  Rosenstengel.  University  of  North   Carolina 
W.  T.   Rowland.  Lexington,  Kentucky,  Public  Schools 
Oscar  E.  Sams,  Jr..  Interim   Office,  U.S.  Dept.  of  State 
E.   E.  Sechriest,  Birmingham   Public  Schools 
Harold  Spears,  New  Jersey  State   Teachers  College 
.\rthur  Stenius,  Detroit  Public  Schools 
F.RNF.ST  Tiemann,  Pueblo  junior  College 
Orlin  D.  Trapp,   Waukegan  Public  Schools 
KiNGSLEY   Trenholme.  Portland    (Oregon)    Schools 
Lflia  Trolinger,  University  of  Colorado 
I'AUL  Wendt,   University  of  Minnesota 


FILM 
ENTERPRISES 


Inc 


presents  a  16  mm 

Educational  Film  in  Sound 


^1 


and  Color  Entitled 

THE  INCAS 

Ancients  of  the  Andes 


An  Art  Class  Feature 


Telling  how  the  Incas,  having  the  most  ad- 
vanced known  prehistoric  culture,  lived  before 
the  orrivol  of  their  Spanish  Conquerors,  more 
thon  400  years  ago.  A  2,500  mile  long  Empire 
stretching  along  the  west  coast  of  South  Amer- 
ica, operoting  under  a  single  political  unit  — 
a  marvel  of  All  Time.  Their  architectural 
ochievements  have  withstood  the  onslaught  of 
people,   storms,  earthquakes  and   Timel 

Other  Educational  Films  in  Sound  and  Color 

PEOPLE  OF  CHILE.  THE  ANDES  -  Chile's  Bar- 
rier. CHILEAN  NITRATE -Gift  of  the  Desert. 
CHILE'S  COPPER  -  Mining  and  Refining  in  the 
Alaccmo  Desert.  CHILEAN  HACIENDA  -  A  Tro- 
ditionol  Farm  Estate.  SOUTHERN  CHILE -Tip 
of  a  Continent.  PEOPLE  OF  PERU.  PLANTATION 


Special  colored  drawings,  to  emphasize  the 
grandeur  of  the  Incos  architecture,  are  shown 
to  give  students  on  idea  of  the  beauty  of  their 
buildings,  before  the  coming  of  the  Spanish 
people.  This  ort  feature,  combined  with  in- 
structions in  History,  Sociology,  Handicrafts, 
Architecture  and  Geography  makes  "THE 
INCAS"  film  a  most  valuable  teaching  instru- 
ment, and  invaluable  for  study  by  oil  students. 


IN  PERU  -  Sugar  From  the  Desert.  FARMERS 
OF  THE  ANDES  -  Plateau  Agriculture.  PERU- 
VIAN PLATEAU  ~  Problem  of  Industry  and 
Transportotion.  SOURCE  OF  THE  AMAZON. 
HACIENDA  LIFE  -  In  Old  Mexico.  TIN  -  From 
the  Malayan  Jungle.  DATES  —  Hand  Pollina- 
tion,  Cultivation,    Processing. 


OTHER    FILMS    SUITABLE    FOR    AUDITORIUM   SHOWING 

PARIS  -  Queen    of    Cities.    BERLIN  -  A   City   of    Lost    Souls.    CALGARY    STAMPEDE.    WHAT 
A    DAY.    DESERT    FIESTA.    BLUE    SKIES    &    HAPPY    HUNTING. 

Write  for  pricBs  and  an/  further  desired  information 

HOLLYWOOD   FILM   ENTERPRISES,   Inc. 

Educational  Division  •  6060  Sunset  Blvd.   •   Dept.  202   •  Hollywood  28,  Calif. 


An  Inca  Wall  in  Cuzco 


SEE     AND     HEAR 


NOW! 

DUAL  SPEED 


The  Improved 

Individual  Classroom 

Projector 


For  Both  Silent  and 
Sound  16mm  Films 


MOVIE-MITE  I6mni  Projector 
Weighs  Only  27':  lbs. 

Single  case  contains  everything 
needed  for  complete  show  —  pro- 
jector, table  top  screen,  speaker, 
cords,  take-up  reel,  and  has  extra 
space  for  lamps  and  incidentals. 

Ideal  for  classroom  showings. 
Larger,  standard  screen  may  be 
used  for  larger  audiences  from  80- 
100  people.  Shows  perfect  picture 
6  ft.  wide  in  darkened  room. 

Write  for  illustrated  folder  giving  de- 
tails .  .  .  also  name  of  Movie-Mite  Au- 
tliorized  Visual  Aid  Dealer  .  .  .  tor 
demonstration. 


This  improved  Movie-Mite  meets  all  demands  for  a  light  weight, 
compact,  efficient  I6mm  projector  at  low  cost. 

Movie-Mite  is  made  of  best  quality  die-cast  and  precision  ma- 
chined parts.  Simplicity  is  the  outstanding  feature.  In  threading, 
only  one  moving  part  need  be  operated.  Show  can  be  on  the  screen 
in  ^  minutes. 

Reel  capacity  2000  ft.  Fast  power  rewind  .  .  .  adjustable  tilt  .  .  . 
quickly  adjusted  framing  device  .  .  .  utilizes  a  single,  inexpensive 
standard  projection  lamp  for  both  picture  and  sound  projection 
...  no  separate  exciter  lamp  necessary. 

Universal,  25-60  cycle  —  A.C.  or  D.C.,  105-120  volt  operation. 
Convenient  dual  speed  control  switch.  Mechanism  is  cushioned 
on  live  rubber  mounts  for  smooth,  quiet  operation. 

Durable  plywood  case,  leatherette  covered. 


MOVIE -MITE  CORPORATION 


// 


1105  EAST  15th  ST. 


KANSAS  CITY  6,  MISSOURI 


NOVEMBER 


19  4  7 


91%  OF  ALL  STILL 
PROJECTORS  IN  SCHOOLS 
AND  CHURCHES  ARE 


OM 


In  Ihe  nation's  schools  and  churches,  where  the 
finest  possible  projection  is  vital  to  the  effec- 
tiveness of  visual  instruction,  SA  .E.  projectors 
are  preferred  over  all  others.  SA  .E.  projectors 
are  unsurpassed  for  their  efhciency,  depend- 
ability, sturdiness,  and  ease  of  operation.  There 
is  no  optical  system  more  efficient  than  the 
S.V.E. 

MODEL  DD  . . .  150-watt  tri-purpose 
pruji'ctor.  5"  focal  length  coated 
Anastigmat  projection  (F:3.5)  lens. 
Shows  all  three:  2"  x  2"  slides,  single- 
and  double-frame  filmstrips.  Simple 
adjustment  for  double-  to  single- 
frame  .  .  .  easy  change-over  from  film- 
strips  to  slides  and  vice  versa.  Semi- 
automatic vertical  slide  changer. 
Leatherette  carrying  case. 

MODEL  AAA...300-watt 
tri-purpose  projector.  5" 
focal  length  coated  Anas- 
tigmat projection  (F:3.5) 
lens.  Shows  all  three: 
2"  .\  2"  slides,  single-  and 
double-frame  filmstrips. 
Same  features  as  DD.  but 
larger,  more  powerful. 

LARGEST  LIBRARY  OF  ITS  KIND  IN  THE  WORLD 

The  S.  \'.  K.  library  contains  more  than  1,500  3.5mm. 
filmstrips  and  20.000  miniature  (2"  .\  2")  slides.  New  leach- 
ifK/nids:  Kodachrome  Visualized  Units,  each  consisting  of 
ten  or  more  2"  x  2"  slides  organized  according  to  curricu- 
lum units,  with  instructional  guide.  Correlated  filmstrips 
.  .  .  filmstrips  correlated  with  specific  textbook  series. 

Write  today  for  new  S.V.E.  catalogs,  containing  full 
descriptive  information  on  projectors,  filmstrips,  2"  x  2" 
slides,  and  Visualized  l_Inits.  Indicate  catalogs  desired. 
.\ls(),  ask  about  correlated  filmstrips  and  free  sponsored 
filmstrips. 

Address  Dept.  E42 


SOCIETY    FOR   VISUAL    EDUCATION,    INC. 

100  EAST  OHIO  STREET  CHICAGO  1 1,  ILLINOIS 


Leo  P.  Guelpa  Joins  United 
World  Film  Educational  Staff 

♦  An  addition  to  the  U.nited 
World  Films  educational  staff  is 
Leo  B.  Guelpa,  Jr.,  co-author  of 
"The  Physical  Universe",  a  new 
type  college  science  textbook  into 
which  many  sound  film  and  \isual 
aids  ha\e  been  integrated.  He  is 
the  author  of  several  other  books 
including  mathematic  workbooks 
used  in  the  U.  S.  Merchant  Marine 
Academy,  where ,  with  the  naval 
rank  of  Lieutenant  Commander,  he 
ser\'ed  as  chief  of  the  Section  of  Nat- 
ural Sciences.  Some  of  his  earlier 
educational  assignments  included 
four  years  as  head  of  the  General 
Science  Department  of  Manhattan 
College  and  five  years  at  LaSalle  Mili- 
tary Academy,  Oakdale,   N.  Y. 

*     *      * 

Price  Correction  Note 

♦  Due  to  an  error  in  the  listings  in 
the  September  In\entory  issue  of 
See  &  Hear,  incorrect  prices  were 
quoted  for  a  number  of  Hollywood 
Film  Enterprises"  films.  Corrected 
prices  are  given  herewith:  People  of 
the  Andes— {22  min)  Sound;  Color 
$125;  B&VV  $85;  The  Andes,  Chiles 
Barrier—  (II  min)  Sound;  Color 
$75;  B&VV  $45;  Chilean  Nitrate,  Gift 
of  the  Desert— {\\  min)  Sound;  Color 
$75;  B&W  $45;  Chile's  Copper- {W 
min)  Sound;  Color  $75;  B&W  $45; 
Chilean  Hacienda— {\\  min)  Sound; 
Color  $75;  B&W  $45;  Southern  Chile 
-(11  min)  Sound;  Color  $75;  B&W 
$45;  People  of  Peru—  {W  min) 
Sound;  Color  $75;  BS:\V  $45:  Planta- 
tion in  Peru— (II  min)  Sound;  Color 
$75;  B&W  $45;  Farmers  of  the  Andes 
-  (1 1  min)  Sound;  Color  $75;  B&AV 
$45;  Peruvian  Plateau—  (11  min) 
Sound:  Color  $75;  B&W  $45;  Source 
of  the  Amazon—  (II  min)  Sound; 
Color  $75;    B&W  $45;    The  Incas- 

(II  min)  .Sound;  Color  $75;  B&AV 
$45;  Hacienda  Life  in  Old  Mexico- 
Ill  min)  Sound;  Color  $75;  B&W 
$45;  Tin  from  the  Malayan  Jungle- 
ill  min)  Sound;  Color  $75;  B&W 
$45;  Dates-{9  min)  Sound;  B&W 
Only;  $30. 

♦  Prices  for  the  Dudley  Pictures 
Corporation  series.  This  Land  of 
Ours  (October  See  &  Hear) ,  whicli 
were  not  available  at  last  press  time, 
can  now  be  quoted:  Dudley  one-reel 
films  (10  min)  in  Sound  and  Color 
sell  at  $85;  in  Sound  and  B&W  at 
$28.50, 


SEE     AND     HEAR 


8NEWEBFILMS 

to  enrich  every  school's  curriculum 


Eight  great  new  EBFilms— two  in  color  I  —are 
ready  for  you  now  in  this  world-famed  collection 
of  authentic  classroom  films. 

Here  they  are:  SPRING  ON  THE  FARM,  SUMMER 
ON  THE  FARM,  TUGBOATS,  MAKING  BOOKS,  FUN  ON 
THE  PLAYGROUND,  THE  MOSQUITO,  WASTAGE  OF 
HUMAN  RESOURCES,  and  SOIL  RESOURCES  .  .  .  from 
primary  to  high  school  levels,  presenting  subject 
matter  clearly  and  emphatically  .  .  .  making  learn- 
ing interesting  and  lasting,  teaching  more  effective. 

Good  teachers  know  they  can  be  sure  with 
EBFilms,  because  everv  EBFilm  is  made  by  educa- 
tors specificallv  for  classroom  use.  These  films  are 
core  curricular  material  produced  in  collaboration 
with  a  leading  subject  matter  specialist.  Practically 
even-  basic  film  library  in  schools  all  over  America 
is  made  up  of  EBFilms. 

Good  teachers  know,  too,  that  in  even,-  phase 
of  their  audio-visual  program  EBFilms  are  the 
right  films  to  help  them  do  the  job  better  and 
more  thoroughly.  You'll  want  to  see  these  new  aids 
to  teaching  and  learning.  Plan  to  do  so  fiow.  Write 
for  more  information  about  these  films,  and  how 
any  school  can  obtain  them. 


In  beautiful  natural  color! 

SPRING   ON   THE   FARM 
SUMMER   ON   THE   FARM 

All  the  aoimals.  birds,  and  plants  of  the  farm  come  right  into 
the  classroom  ...  to  delight  — and  instruct —  school  children 
ever>'where.  Here  are  two  ideal  teaching  films  for  stimulating 
discussion  and  creative  activity  in  the  primar>'  and  middle 
grades.  Be  sure  to  see  them  ! 


Tugboats  at  work  in  a  large 
harbor.  Introduces  crew;  ex- 
plains mechanisms;  depicts 
saried  waterfront  activities. 


THE  MOSQUITO 


Showing  the  complete  life 
c>cle  of  common  and  malaria 
mosquitoes  and  methods  ot 
combatting  these  insects. 


SOIL  RESOURCES 


A  study  of  soil,  its  formation 
and  its  effect  on  civihzaiion. 
Includes  excellent  material 
on  scientific  farming  tech- 
niques. 


Shows  children  behaving 
happily  in  group  activities 
and  leads  to  better  social  ad- 
justment by  example. 


ENCYCLOPAEDIA  6RITANNICA  FILMS  INC. 


20   NORTH  WACKER  DRIVE 


CHICAGO  6,  ILLINOIS 


NOVEMBER 


1   •!    1 


Editorial:  THE  FILM  COUNCIL  of  AMERICA 


THIS  MONTHS  COVER  of 
Skk  &  Hear  lias  been  dedi- 
cated to  the  organi/aiion 
rfiori  of  The  Fihn  Clounril  ol 
Anieiiia,  in  keeping  with  the  orig- 
inal suggestion  of  yoiii  I'uhlisiui 
that  all  magazines  in  ilu-  amlio- 
\isual  education  field  do  likewise 
in    this   period. 

The  goal  lor  this  year  is  the 
organization  of  350  local  film  (oun- 
cils  in  every  state  of  our  Union. 
.\s  one  of  the  real  beneficiaries  of 
such  coinmunity  action,  all  <>1  iis 
who  ser\e  and  work  in  the  licltl  ol 
education  should  give  all  possible 
interest  and  aid  to^vard  the  achieve- 
ment  of   this   minimnni   goal. 

Organize  a  film  council  in  your 
(omnuniiiN.  If  one  already  exists 
parlicipale  in  its  functions.  In  so 
doing  you  serve  America,  you  serve 
)our  community  and  you  save  your- 
self. For  the  basic  formula  which  will 
spell  the  inevitable  success  of  this 
mo\ement  is  that  it  pays  immediate 
dii'idends  for  e\er\  ounce  of  energx 


and  time  expended.  Group  action  in 
the  community  means  the  organi- 
zation of  a  sufficient  number  of  audi- 
ences to  acquire  some  of  the  hundreds 
of  outstanding  new  films  now  avail- 
able. The  films  you  don't  see  can  be 
brought  to  your  school  and  to  your 
community  organizations. 

Foi  The  Film  Coimcil  of  .America 
is  basicalh  an  inter-group  movement. 
Its  local  Councils,  organized  already 
in  a  score  of  communities  through- 
out the  land,  are  bringing  together 
leaders  from  business,  education,  re- 
ligion, medicine,  labor,  service  clubs, 
gcivernment  and  from  all  other  seg- 
ments of  the  organized  community. 
Thcircommon  aim  is  the  study  and 
advancement  of  the  audio-visual 
mcdiinn  for  its  better  and  wider  use 
vviihin  their  individual  grcjups. 

Fhis  movement  was  born  in  the 
service  of  our  Countr)  during  \Vorld 
War  II.  Informational  films  then 
performed  vital  tasks  in  the  prosecu- 
tion of  the  war  effort:  they  have  an 
e\en  greater  opponuniu    to  aid   in 


Film  Coincil  I  rustei--S  mei't  in  Cliua^u: 
(left  to  riglit  above)  are.  Dr.  Slepheti  M. 
Corey,  L'iiiversil\  of  Cliirago:  Dr.  Bruce 
Mnhan.  i')iiversil\  of  loivn:  and  Carl  Milam, 
Anifjiran  Library  .'t.s.Sfx  ialio)i. 

the  wiiming  of  the  peace.  To  this 
and  other  usetid  ends  The  Fihn 
C(jinicil  of  America  has  now  ad- 
vanced toward  formal  and  perma- 
nent cjrganization  inuler  an  outstand- 
ing national  Board  of  Trustees  and 
Officers.  But  its  real  strength  and 
its  success  is  rooted  in  the  local 
Council  you  hel])  to  form. 

National  headcpiarters  of  the  Film 
Council  of  .America  are  located  at 
6  West  Ontario  Street,  (^hicatro   10. 


See  the 


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iiizjng  Difference 


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Circular  showing  complete  line  of  Port 
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Radiant  Glass  Beaded  Surface... 
BRIGHT,  brilliant  and   contrasty 

Youtpict\\te%\oo\(.tu  ice  as  bright 
when  projected  on  the  new  19-»8 
Radiant  Projection  Screens. 
They  have  added  brilliance,  ex- 
tra sharpness,  more  authentic 
colors.The  Special  Radiant^/rt.H- 
beacled  screen  surface  with 
millions  of  tiny  glass  beads  im- 
bedded in  pure  white  plastic— 
reflects  light  instead  of  absorbing 
it.  Radiant  gives  you  more  new 
features  that  make  for  quicker- 
set-up  and  easier  adjustment. 
These  new  Radiant  Projection 
Screens  make  every  picture  a 
better  picture! 


Send  for  FREE  Screen  Guide  Today! 

"Secrets  of  Good  T^rojection."  a  32-page 
booklet,  gives  proper  screen  sizes,  correct 
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Mail  coupon  for  your  FREE  copy. 


RADIANT 


•,,u   S   c.i-on 


5 
6 
7 

8 

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Construction 


10  Automatic  Leg  Adjustment 

11  FjngerGripCarryingHandle 

12  Streamlined  Design 

13  Automatic  Leg  Closing 

14  Complete  Range  of  Screen 
Heights 

15  Unconditional  Guarantee 

T/u"  tomplefc  liLiiiuiTit  Itrie 
mcluJes  Wall .CetliTig  and 
Table  Models  tn  sizes  22 
I, ;{. r  30  feet  to  20  feci  j: 20 
/t<-[  and  larser. 

'"^•^..,^^  *  Pof.  Pending 


Exclusive  New      [ 
Radiant  Screen 
Features 

1  Self-Opening  Tripod  Legs* 

2  Screen  Leveller" 

3  Shakeproof  Safety  Catch 

4  Feather  Touch  Adjusting 
Handle  (U.  S.  Patent) 
Fully  Automatic  Auto-Lock* 
Built-in  Shock  Absorbers* 
Automatic  Leg-Lock 
Rubber-Ball  Tripod  Feet 


PROJECTION    SCREENS 


SEE     AND     HEAR 


MAKE    fULL    USE     Of    YOUR 


IT    MEETS    EV€Ry    NEED    Of 
GROUP    INSTRUCTION 


Of  course,  it  gives  you  the  finest 
obtainable  projection  of 

STANDARD    Lantern    Slides 

Have  you  seen  the  latest  additions 
to  Keystone's  vast  library  of  edu- 
cational slides?  Some  of  these  new 
units  will  make  your  work  more 
effective  — and  easier. 


Many  instructors  realize  the  possi- 
bilities of 

HANDMADE    Lantern    Slides 

not  only  for  the  presentation  of 
special  subjects,  but  for  obtaining 
enthusiastic  group  participation. 


You  can  sometimes  make  a  worth- 
while   cut    in    the    cost    of    lantern 

slides,  by  using 

QUADRUPLE  Slides 

—  with  four  exposures,  which  are 
screened  singly  by  means  of  a 
quarter-size  mask. 


o 


Place    a    Flashmeter    on 
your  Overhead  Projector,  and 
you  have  a 

TACHISTOSCOPE 

— of  thoroughly  proven  value  for 
efficient  training  in  spelling,  read- 
ing, recognition  and  general  visual 
skills. 


By  means  of  an  inexpensive  adap- 
ter, you  can  show 

2-INCH    Slides 

■ — with  the  clear,  inexpensive  day- 
light projection  made  possible  only 
by  a  750  or  1000-watt  lamp. 


You    can    also   buy    an    attachment 
for  showing 

STRIP  FILM 
— and  here  again,  have  the  advan- 
tage of  the  Keystone  Overhead 
Projector's    powerful    illumination. 


An  adapter  is  also  available  for 


MICROSCOPIC    Slides 
SUPPLEMENTARY    LENS  l!!^-  withti/mi^'oscrprc 

inch  slides  and  strip  film)  you  can  use  the  five-diopter 
supplementary  lens,  shown  at  left,  which  enlarges  the 
projection  two  dimensions  each  way. 


lAJritc  fof  Circulc 


KEYSTONE   VIEW   COMPANY   •  meadville,  pa. 

SINCE    1892 PRODUCERS    OF    SUPERIOR     VISUAL    AIDS 


NOVEMBER 


1947 


AN    INSTRUMENT    FOR    EVALUATING  AN   AUDIO-VISUAL   PROGRAM 


Audio- Visual  Program  Standards 


PART  TWO 


RECOMMENDATIONS  OF  A  NXTIONAL   COMMITTEE    OF    FOURTEEN 


II 


Is  the 

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materials 

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A  SCHOOL  may  be  well  sup- 
plied with  \isiial  cqiiip- 
iiRiit  and  materials.  \et  have  an 
inadefjuate  aiidio-\  isual  education 
program.  The  true  test  of  this 
program  lies  in  the  utilization  of 
these  materials.  Haphazard  teach- 
ing methods  will  not  suffice.  Defi- 
nite purposes  and  technicjues  must 
be  known  and  employed.  "The 
intelligence  and  ability  of  the 
icadier  in  selecting  and  making 
the  best  use  of  available  materials 
in  terms  of  the  learning  need  and 
interest  of  the  children  will  al- 
ways be  a  determining  factor  in 
the  effectiveness  of  the  audio- 
visual materials  in  instruction. 
The  right  material  used  at  the 
right  time  in  the  right  way  is  a 
goal  siniph  stated  h\\\  difficult 
to  achicxe."  ^ 

The  following  questions  will 
enable  the  classroom  teacher  or 
the  administrative  officer  of  the 
school  to  determine  the  efficiency 
and  progress  of  its  audi()-\  isual 
education   program. 

To  find  \our  status  in  this 
survey,  note  in  which  colinnns 
your  checks  fall.  It  the  greater 
proportion  is  in  the  column 
headed  "in  most  cases,"  you  are 
in  the  midst  of  a  growing  pro- 
gressive situation  with  the  utili- 
zation of  visual  maieriales.  While 
these  checks  indicate  progress, 
certainly  those  in  the  first  two 
colunms  furnish  a  field  for  im- 
mediate expansion  of  the  pro- 
gram. 

If  the  largest  nimiber  of 
checks  fall  in  the  column  headed 
"in  half  the  cases,"  only  a  begin- 
ning   has    been    made.     Further 


1  As.socialion  for  Childhood  Ednr.ition  Bullrtin, 
"UsinR  .Audio-Visual  Materials  With  Children," 
bv   Taul  Rccd. 


K.  Equipment  and   Materials 

I.      Does   the   teacher  use   the  following  visual  equipment? 


1.  Blackboard. 


2.  Bulletin  boards. 


3.  Maps,  charts,  globes,  models. 


4.  File  of  Flat  pictures. 


Slide  projector  (3'/4x4). 


6.  Combination  2x2  slide  and  strip-film   projector  or  equivalent. 


Motion  picture  projector. 


.Silent 


Sound 


8.  Opaque  projector. 


9.  Phonograph. 


10.  Radio. 


11.  Combination  speed  turntable.  33Wj  r.p.ni.  and  78  r.p.m. 


12.  Sound   recording  device. 


13.  Public  address  system  lone  way). 


14.  Field  trip. 


II.    Is  the  teacher  alert  to  these  physical  aspects  of  presentation? 

1.  Seating. 

a.  Is  the  distance  of   the   farthest   seal   from   the  screen   not   more 

than  six  times  the  width  of  the  picture? 


b.  Is   the   distance   of    the 
width  of  the  picture? 


nearest   seat    no   closer    than    twice    the 


c.  Does  the  boundary  in  relation  to  the  screen  position  fall  within 
a  range  of  30°   to  45°  angle  of  the  point  of  projection? 


2.  \'entilation. 


a.  Is  the  teacher  alert   to  the  need  for  maintaining  the  optimum 
temperature,  himiidity  and  air  changes? 


b.  Is  the  teacher  aware  of  any  room  darkening  problems  and  can 
she   suggest   methods  of   improvement? 

3.  Acoustics. 

a.  Is  the  teacher  alert  to  any  acoustical  deficiencies? 


b.  Does  the  teacher  know  what  to  suggest   to  improve  them? 

B.   Teacher  Selection  and   Evaluation  of  Visual   Materials. 

I.      Does  the   teacher   take  active  pari   in  selection   and   evaluation  of 
visual  materials  in  any  of  these  ways? 


I .  Does    the    teacher    make 
committees  for  evaluation? 


use    of    the    opportunity    to   serve    on 


2.  Does  the  teacher  make  use  of  arranged  periodic  preview  sessions? 

3.  Does  the   teacher  maintain  a  permanent  evaluation   record  of 
previews? 

4.  Does  the  teacher  recognize  responsibility  for  coordinating  good 
materials  with  the  curriculum? 

5.  Does  the  teacher  continually  search  for  the  material  that  will 
best  serve  the  need? 


10 


SEE     AND     HEAR 


ethods 
Purposes 


I.  Has    the    teacher    a    definite    purpose    in    using    these    visu.Tl 
materials: 


to  arouse  niterest 


to  develop  habits  and  attitudes 


to  impart  information 


to  demonstrate  techniques 


to  enrich 


to  establish   meaningful   vocabulary 


2.  Do  the  materials  form   an   integral   part  of  the   unit? 


Preparation  Techniques 


1.  Is  time  taken  to  regularly  preview  chosen  materials? 


2.  Does   the   teacher   make  use  of  available   teaching  guides? 


3.  Does   the   teacher   recognize   the   need  of   preparation   for   audio 
visual  presentation? 


a.  Exploring  pupil   interest  and  need. 


b.  Supplying  of  interesting  anecdotal  explanations. 


c.  Removal  of  vocabularv  difficulties. 


d.  Clarification  of  puzzling  details. 


e.  .Assignment  of  definite  responsibility  for  specific  problems. 


f.  Developing   in    the   pupil   a   set   of   purposes   for   viewing   the 
materials. 


II.  Follow  up  Techniques. 


1.  Is  there  a  pooling  of  student  reactions? 


2.  Is   there   opportunity   for   clarification,  discussion,   and   further 

inciuirv? 


3.  If   pupil    needs   warrant,    is    there   opportunity    for    reshowing: 

4.  .-\re  varieties  of  visual  materials  used  to  supplement  each  other? 

5.  Does  the  teacher  use  a  variety  of  methods  for  evaluating  the 
activity,  such  as,  discussion— composition— tests— drawing  and  model- 
ing—drama t  iza  t  ion. 

6.  Is  there  opportunity  for  pupil  evaluation  of  materials? 

7.  .\re  there  leads  for  further  class  or  individual  activities? 

V.  Field  Trip. 

1.  Does   the   teacher  make   use  of  cinriculum   recommended   field 

[rips? 

2.  Has  the  teacher  time  and  opportunity  for  making  arrangements 
for  field   trips? 

a.  Contact  proper  authorities. 

b.  Plan  route,  transportation,  and  time  involved. 


c.   Inform   parents. 


3.  Has  a  set  of  purposes  for  the  trip  been  established? 


4.  Is   there  opportunity   for   the   producing  of   a   visual   record   of 
the  trip? 


5.  Is  there  a  pooling  of  student  reactions  after  the   trip? 


6.  .Are  coordinated  visual  materials  used  to  supplement  field  trips? 


7.  Is   there  opportunity  for   clarification,  discussion,  and   further 
incjuiry? 


8.  Does  the  teacher  use  a  variety  of  methods  tor  evaluating  the 
activity,  such  as,  discussion,  composition,  tests,  drawing  and  model- 
ing,  dramatization? 


9.  -Are  there  leads  for  further  class  or  individual  activities? 


Sllith  nl  tliis  sin\t\  will  suggest 
s])L-(i(ic  inl|)^()\c■llu■lU^  to  be  ac- 
tomijlishetl. 

.\  large  iiuniher  ol  diet  ks  in 
the  ccjlimiii  lieadecl  "in  a  lew 
rases."  iiitlicaies  a  se\ere  siliia- 
tioii  with  respect  to  iitili/aiioii 
ol  aiidio-xisiial  materials  and 
eciuipnieni.  Here  is  a  great  lu-ctl 
for  an  iiinnediate  awakening  to 
the  possibilities  inherent  in  this 
iinihod  lor  more  effective  in- 
siiiiction.  1-hii-  is  an  innnediate 
need  lor  (hnaniic  leadership  and 
eonsisieni  iii-sir\i(c  training  of 
It  at  hers. 

*       *       * 

♦  .Members  ol  the  national  lom- 
miltee  which  has  recommended 
this  instnunenl  lor  e\aliiating  an 
aiidio-\isiial    |)rogram   are: 

Esther  R.  Chaiclin.AVu'  York 
Public  Schools. 

Marion  R.  liradbeer.  Super- 
visor, A-l'  Education,  Sjnitjg 
Valley.  Illinois. 

C.  A.  Brannen,  Audio-l'isuul 
Director,  Brazosport,  Texas, 
Schools. 

Lois  Brown,  Teacher,  Clex'e- 
hind.   Ohio,  Public  Schools. 

Arthur  P.  HofTinan,  Teacher, 
Sheboygan,  Wisconsin.  Schools. 

Thomas  H.  Boardman,.'/(/rf/o- 
Visual  Director,  Freeport,  Illinois. 

Latira  May,  Principal,  Clex>e- 
land,  Ohio,  Public  Schools. 

Victor  Schmitt,  Teacher,  ]Vcst 
.Itlis,  Wisconsin. 

J.  Wendell  Dayton,  .ludio- 
f'isual  Dealer,    Tennessee. 

Laura  Twohig,  County  Super- 
vising Teacher,  Wisconsin. 

H.  W.  Embry,  Supeniisor,  A- J' 
Education,  Dallas,   Texas. 

Lyell  J.  Moore,  Audio-]' isual 
Director,  Mason  City,  Iowa. 

Glenn  F.  Olwtll,  Vocational 
Coordinator,  Madison,  Wisconsin, 
Vocational  School. 

iSEl,   SKCIION    11.   I'AC.E    10.  (.ENER.\L   OlTl.lNE) 


GOOD 


SIX    SCREEN    WIDTHS 


NOVEMBER 


194  7 


11 


Talkinf  Back  to  i  film 

A  SEEA\n  HEAtt  FMLM  FOitUt  tilMDE  ttY  ROttEKT  H.  SIHACUT 

A\Mf  L.  HAititY  STRAISS  m 


We  Americans 


are  a  gregarious  pcojjle.  We 
find  ()uisel\c;>  engaged  in  a  seeiningh  endless  round  of  meetings.  As 
teadiers,  religious  educators,  welfare  workers,  librarians,  club  leaders, 
Ijusiiicss  men,  skilled  workers,  and  housewives,  we  dash  madly  from  one 
group  lo  another.  Our  responsibilities  are  many.  But  do  our  many 
hours  of  Imrtiii/mlloii  in  i^'oi/p  activities  lead  to  anything  constructive? 
I.S  oiu-  connnunity  a  Ixtter  place  in  which  to  live  as  a  result  of  our 
at  lions?    Ans^vers  will,  of  course,  vary. 

Some  groups  have  sponsored  activities  which  have  led  to  worth- 
while civic  accomplishments  such  as  installations  of  parks  and  plav- 
gioimds,  better  housing  for  the  connnunity,  and  more  ample  public 
Iiialih  facilities.  Others  have  served  a  real  function  by  providing  their 
nuiiibei's  with  needed  social  recreation.  Unfortunately,  in  all  to  manv 
iuMaiices.  groups  have  lost  sight  of  their  significant  role  in  the  com- 
iiHinit)— namely,  fostering  a  democratic  way  of  life. 

Back  in  the  Colonial  period,  the  New  England  town-hall  meeting 
was  a  vital  organization  in  every  conimimity.  The  townsman  felt  free 
to  express  his  ideas,  and  his  opinions  carried  weight.  As  the  United 
Slates  grew,  the  town-hall  type  of  meeting  lost  ground.  The  center  of 
activity  shifted  from  the  town  to  the  large  urban  center;  decentralized 
local  government  was  over-shadowed  by  centralized  state  and  national 
government:  "word-of-mouth"  information  passed  into  a  stage  where  the 
more  rapid  and  impersonal  communication  media  of  the  press,  the  radio, 
and  the  film  look  over. 

Today  we  have  a  better  inforined  citizenry  than  in  anv  previous 
period  of  our  histor\,  yet  we  fail  to  translate  much  of  our  knowledge 
into  action.  We  have  a  tendency  to  let  others  assume  the  burden  of 
responsibility.  Politics,  we  reason,  is  loo  far  removed  from  the  activities 
ol  our  daily  life,  so  we  permit  the  professional  politician  to  do  our  think- 
ing lor  us.    W'f.  ml'st  rfali/f  thai  dfmck:racv  bilGINs  at  homf. 

As  community  leaders,  each  of  us  can  do  something  about  civic  re- 
sponsibilities by  getting  others  interested  in  vital  community  problems. 
Intelligent  discussion  leading  toward  action  is  the  very  essence  of  democ- 
racy. So  when  we  are  planning  our  programs  why  not  make  provisions 
for  a  series  of  discussion  meetings?  Let  us  recapture  the  spirit  of  the 
early  town-liall  meetings. 


THE  speaker  forum,  the 
formal  lecture,  and  the 
guided  reading  program  have 
been  used  in  public  affairs  pro- 
grams with  considerable  suc- 
cess, but  today,  a  newer  discus- 
sion method  is  receiving  wide 
acclaim.  It  is  the  film  forimi— 
motion  pictures  and  slidefilms 

10  present  background  infor- 
mation and  to  stimulate  criti- 
cal thinking  and  group  discus- 
sicjn. 

Today    there    is    a    definite 

1 1  end  toward  a  wider  use  of 
films  in  youth  and  adult  edu- 
cation. This  is  understandable. 
In  a  group  setting,  films  have 
ihree  different  advantages: 

1.  Group  appeal:  they  de- 
velop and  maintain  interest  in 
a  great  variety  of  subjects,  and 
they  will  attract  youth  and 
adulis  who  might  not  other- 
wise take  part  in  program  ac- 
tivities. 

2.  Information  and  idea  to 
non-readers:  it  is  a  known  fact 
that  some  youth  and  adults  are 
poor  readers,  while  even  a 
larger  nuiuber  are  too  preoc- 
cupied with  other  activities  to 
read  significant  materials. 
These  same  persons  are  easily 
reached  by  films. 

3.  Films  can  economize  pro- 
gram time:  because  motion 
pictures  present  ideas  and  in- 
lormation  in  a  realistic  and 
midcrstandablc  form,  they  en- 
.ible  the  members  of  a  group 
to  grasp  easily  such  ideas  and 
information  in  a  much  shorter 
period  of  lime  than  is  possible 
ihiough  the  use  of  other 
media. 


While  tlie  pirturr  is  being  prepared 
for  shon-iiig,  a  discussion  leader  here 
gij'es  a  brief  introductory  talk.  Later 
lie  irill  lead  discussion  from  the  floor. 


12 


SEE     AND     HEAR 


But  film  showings  in  themselves 
are  not  enough.  Little  action  re- 
sults from  merely  seeing  a  film.  To 
have  significance,  films  should  be 
used  as  tools  in  discussion.  When 
carefulh  chosen  and  effectivelv  used 
b\  an  experienced  leader,  the  film 
becomes  a  springboard  which  can 
lead  through  discussion  to  creati\e 
action. 

The  film  forum  or  discussion  film 
program  can  be-  ideally  adapted  in 
programs  of  manv  communitv  in- 
stitutions. Its  efieciiveness  has  been 
demonstrated  by  churches,  libraries, 
service  dubs,  women's  groups,  labor 
unions.  V.M.C..\."s  and  kindred 
agencies.  The  folloy%-ing  titles  of 
forum  series  ma\  give  some  idea  as 
to  the  possibilities  of  this  method: 


"Making  Your  Opinions  Count" 
(B«:>ston  V..M.C..\.),  "Talking  Back 
to  the  Motion  Picture"  (Wilming- 
ton. Deleware  V.  M.  C.  A.) ,  "Issues 
of  the  Peace"  (Detroit  Public  Li- 
brary), and  "Lets  Talk  It  Over" 
(Akron  Public  Library). 

The  film  forum  can  be  used  with 
already  established  groups,  or  it 
may  be  utilized  as  a  sjiecial  feature 
program  which  recmits  its  partici- 
pants from  the  community  at  large. 
In  either  type  of  setting  the  film 
forum  has  the  foUounng  program 
advantages: 

1.  Film   Forums  are  relatively  in- 
ex|jensive. 

2.  Films     covering     a     varietv     of 
tcjpics  are  available. 


J.     Film    Fctriniis    ap|X-al    to    large 
and  small  groups  alike. 
1.     Film    Forums    have    a    marked 
public  relations  value. 

The  problems  of  securing  films 
and  projectors  should  not  discour- 
age the  planning  of  these  programs. 
Films  may  be  obtained  from  etluat- 
(ional  or  commercial  film  libraries, 
and  in  some  communities,  such  as 
-\kron.  Cleveland,  or  Detroit,  from 
ilie  public  librarx.  .\  16mm  sound 
j>rojector  is,  of  course,  an  essential 
part  of  any  film  program.  If  a  group 
or  agency  does  not  own  such  a  pro- 
jector, it  can  generally  borrow  one 
from  the  public  school,  an  indus- 
trial organization,  countv  agricul- 
tural agent,  or  from  a  neighboring 
conimunit\   ageno'. 


How  to  Plan  a  Film  Forum  Series 


Basic  Planning 

Choose  the 
Topics:  A  film 
forum  to  be  suc- 
cessful must  gear 
into  the  interests 
and  needs  of  the 
group  invohetL  Can\as  group 
members  as  to  their  choices  of  dis- 
cussion topics.  In  laying  out  broad 
subject  areas  the  group  should  first 
examine  its  expressed  objectives, 
and  second,  within  this  frame  work, 
determine  problems  of  \-ital  im- 
fwrtance  to  the  given  group  and  to 
the  larger  community. 

Appoint  a  film 
forum  commit- 
tee: As  soon  as 
subject  interests 
have  been  deter- 
mined, a  com- 
mittee should  be  appointed  to  ex- 
pedite the  film  forum  process.  Make 
sure  that  the  members  are  repre- 
sentative and.  if  possible,  try  to  get 
key  community  leaders  to  partici- 
pate. Key  names  have  definite 
publicity  value.  Such  a  committee 
would  then  determine  the  objeaives 
of  the  film  forum  and  would  be 
responsible  for  all  aspects  of  plan- 
ning and  administration. 


Advance  Preparation   for 
Individual  Forums. 

Choose  the  type 
of  meeting:  An\ 
of  the  three  rvpes 
of  meetings  sug- 
gested below  can 
be  used  to  good 
advantage  after  the  showing  of  a 
suitable  film  or  films.  Base  voiu 
choice  of  procedure  on  the  subject, 
how  much  the  group  knows  about 
it,  av-ailable  leadership,  size  and 
nature  of  youtr  group,  and  familiar- 
ity \\-i\h.  discussion  practices. 

1.  The  informal  group  discussion 
or  round  table  can  best  be  used: 

a.  with   a   small   group. 

b.  with  a  group  ha^-ing  little  dis- 
cussion experience. 

c.  when  the  topic  is  one  on  which 
die  group  has  common  knowledge. 

2.  The  fxtnel  discussion  can  be  used: 

a.  with  a  large  group. 

b.  when  one  person,  because  of 
his  experience  or  preparation,  is 
available  to  present  the  topic.  This 
special  presentation  which  is  usual- 
ly made  after  the  film  showing  can 
Ije  followed  bv  questions  and  com- 
ments from  members  of  the 
audience. 

Dei-elop  a  schedule:  The  comiruttee 
should  next  develop  a  schedule  for 
the     series     within     broad     topical 


areas.  The  committee's  job  becomes 
one  of  refining  the  topics  and  de- 
termining the  order  of  presentation. 
Topics  frequendy  discussed  bv  fo- 
rum groups  include  the  foIlo\*-ing: 
community  planning,  recreation  fa- 
cilities, juvenile  delinquency,  home 
and  family  relationships,  consumer 
buying,  labor-management  relation- 
ships, inter-racial  and  inter-cultural 
understanding,  and  international 
securitv. 

Select  and  schedule  appropriate 
films:  The  Educational  Film  Guide 
and  special  film  lists  will  need  to 
be  consulted.  If  possible,  films 
should  be  secured  for  preview*-  with 
a  \iew  to  selection,  or.  if  this  step 
is  not  feasible,  your  committee 
might  determine  its  selection  on  the 
recommendauon  of  film  sjjecialisis 
who  are  familiar  with  both  film  con- 
tent and  film  forum  techniques.  De- 
termine which  films  will  best  serve 
yoiu-  purposes.  Select  films  which 
are  relevant  to  the  topics  under  dis- 
cussion, make  siu^  that  they  present 
clear-cut  issues,  and  be  certain  thev 
are  both  interesting  and  dramatic. 

Many  available  documentary 
films  can  be  adapted  to  film  forum 
use.  Films  which  present  a 
"slanted  "  point  of  view  might  well 
be   considered,    because   when   used 

(  C  O  X  T  1  .V  f  E  D     ON     P  .\  G  E     14) 


-N  O  \   E  _M  B  E  R 


1  9  4 


13 


objecii\ely,  ihey  guaraniee  lively 
discussion.  Jhe  better  film  forum 
presentations  use  a  single  film.  Ex- 
perience has  demonstrated  ihai 
(ilms  which  luii  lioni  10  to  2.') 
minutes  arc  more  desirable.  The 
lolIo\\ing  list  includes  a  lew  of  the 
more  widely  used  films:* 


ly  schedided  films  generalh  cannot 
be  secured  on  short  notice. 
l^ri'pare  Leader's  Guides:  The  lead- 
er's guide  will  contriljute  much  to 
the  effectiveness  ol  the  discussion 
leader  and  jianel  members.  If  dis- 
triijiued  lo  the  entire  group  prior 
to  ihe  film  showing,  it  focuses  atten- 


Tips  for  the  Discussion  Leader 


J       Know  ihc  {oiucius  of  llic 
film.     Preview  the  tilin.  or 
it   this   is  not   possible,   master 
the  leader's  gtiide. 

2,  Bri(I,i;c  the  ,t^ap  between 
tlie  film  showing  and  the 
disciLssion  period  by  tying  up 
the  issues  raised  in  the  film 
with  common  group  interests. 
The  leader's  guide  should  be 
helpful. 

'i       Do    not    disttiss    the    (ilm 
*  "• 

itseli.       1  lie   issues  raised 

by    the     him    are    important. 

Talk  as  little  as  possible.     Re- 


fer all  (|uestions  back  lo  tiie 
group,  or  direct  tliem  to  the 
panel   resource   perscjn. 

4,  Check   extended   speeches 
from  the  floor. 

5,  Keep    the   group    on    the 
main    issues   of   the   topic 

being  presented. 

^^     Stun    up   occasionally   the 
responses  to  major  issues 
that  are  raised. 

y^      terminate  the  discussion 
while     it     is     still     going 
strong: 


This  is  Tomorrow  (1  reel)  Q'.om- 
munity  jilanning. 

Playttmni  (2  reels  in  color)  Or- 
gani/ing  for  recreation. 

Dislribuling  Anieriea's  (ioods  (I 
reel)    Consumer  buying. 

Partners  in  Production  (3  reels) 
Labor-management. 

A  Criminal  is  Born  (2  reels)  Ju- 
\enile  delinquency. 

You  and  Your  Family  (1  reel) 
Home  and  family. 

Brotherhood  of  Man  (1  reel)  In- 
ter-racial. 

One  World  or  Xone  (1  reel)  In- 
ternational securiiv. 

Round  Trip  (2  reels)  liiUTiia- 
tioiial  trade. 

Cood  discussion  fihiis  are  in  con- 
stant demand;  thus  the  committee 
should  plan  its  film  forums  at  least 
a  month  or  two  in  advance.  Film 
titles  can   l)e  siibsiiiuicd.   Inn   heavi- 


tion  on  the  issues  raised  in  the  film 
and  develops  a  readiness  to  view 
the  film  in  an  active  manner.  Pre- 
pared guides  are  available  from 
many  local  film  cjrganizations.*  ,\ 
locally  made  guide,  accommodated 
on  a  single  mimeooiajihed  sheet, 
slioiild  include  the  lollowing  items: 

1.  A  statement  of  the  topic  under 
discussion  and  its  bearing  on  the 
vital  interests  of  the  participants. 

2.  .-V  few  leading  questions  for  dis- 
cussion. 

3.  The  main  issues  raised  in  the 
film. 

1.  Suggested  reading  list  of  read- 
able pamphlets. 

Prepare  a  time  sriiediile  for  eadi 
film  lontm:  A  film  forum  should 
be  conducted  in  a  business-like  man- 
ner.    A  time  schedule  should  be  de- 


tor  listings  of  other  films  see:  Film  Forum 
'ifi'iew.  Institute  of  Adult  Education,  525  W. 
UOth  Stn-cl,  New  York  27.  Nexv  York.  (The 
SpniiK  1947  issue  (ontains  extensive  annotations 
on  47  international  relations  lilins  together  with 
suggestions  tor  discussion  and  sources  of  procure 
ment.     Annual  subscription   is  $2.00  ) 


•.Sample    guides    may    he    skukiI    from    the    fol- 
lowing  organizations: 
Assiiciation      Kilms,     ,'147      Madisim      Axinue,     Nik 

York    17.   N.Y. 
Chicago     Film     Workshop.    84     E.     Randolph     St.. 

C:hitaK()    I,    III. 
March    of     lime.    ,169    Lexington    Avenue,     New 

\'ork.    New    York, 
National    Committee    cm    Film    Forums.    525    W. 

120   St..    New   York   27    N.Y. 
National   Film   Board  of  Canada,  84   E.   R.iiidi.lph 
St.,   Chicago    1,    111. 


\eloped  in  ad\ance  and  adhered  to 
by  ihe  leader  in  the  presentation. 
The  following  schedule  is  suggested: 

1.  Introductory  statement,  5  min. 

2.  film  showing,    10-25  minutes. 

3.  I'anel  discussion,  20  minutes. 

1.  Discussion  from  the  floor,  30 
minutes. 

.").  Summary  statement,  10  ininutes. 
Secure  a  discussion  leader:  The 
final  success  of  the  film  forum  often 
lies  largely  in  the  skill,  taci,  and 
]>ieparation  of  the  leader.  With 
poor  preparation  and  tactless  lead- 
ership, the  discussion  leader  may 
defeat  the  purpose  for  which  the 
meeting  was  called.  Conversely,  a 
well-preijared,  skillful  leader  will  be 
able  to  keep  the  thinking  of  the 
group  moving  in  constructive  chan- 
nels or  e\en  to  salvage  a  meeting 
floundering  because  of  poorly  pre- 
pared panel  members. 

In  selecting  a  discussion  leader, 
remember  that  jjrior  experience  is 
of  paramount  importance.  A  leader 
need  not  and,  in  fact,  should  not  be 
a  specialist  on  the  topic  under  dis- 
cussion. His  job  is  to  lead  discus- 
sion, not  dominate  it. 
Select  panel  members:  A  resource 
jjeison  or  a  panel  of  several  persons 
is  fretjuently  used  as  a  device  to  stim- 
ulate discussion.  These  resource 
persons  may  be  subject  specialists 
representative  of  diverse  points  of 
\iew  relative  to  ilie  topic  under  dis- 
cussion,  or  they  may  be  selected 
Irom  the  audience  at  random. 

In  selecting  a  panel,  keep  the  fol- 
lowing points  in  mind: 

1.  Use  a  maximum  of  3  or  4  persons. 

2.  Select  members  who  are  able  to 
express  themselves  well  in  pul)lic. 

3.  Select  members  who  are  tolerant 
lo  other  views. 

1.  C;ho<>se  menil)ers  who  carry  local 
|)rcstige. 

Rehearse  discussion  leaders:  It  will 
be  well  to  have  a  meeting  of  the 
chairman  and  panel  members  in 
1)1(1(1  to  jjieview  the  film  and  plan 
ilu  approach  to  be  taken  during 
ilic  discussion.  Ihe  panel  members 
should  ha\e  the  problem  well  in 
mind  and  be  convinced  of  its  im- 
])()riaiic:e.  They  should  discover 
what  local  facts  still  have  to  be 
gathered  to  Kilk  with  authority  on 
the  problem,  they  sliotild  foresee 
some  possible   conclusions  at  which 

(  C  O  N  T  I  N  l-l  E  I)     ON      PAGE     34) 


14 


SEE     AND     HEAR 


And  sudden  DEATH 

.•in  slides 


By  Col.  George  Mingle 

Sul>t>inlf>Hlr>il,  Ohio  Slnlr  ///y/mviv  I'altol. 
('oluinhits.  Oliiti 


BY  SHOWING— rather  iliaii  by  lalkiii;;— \vc  cm  lod.i)  bring  about  an 
inultiManding  of  driver  salel}  re.s|)on\ibiUues  among  teen-agers  who  are 
about  to,  or  are  experiencing  the  Inst  ihiill  thai  (onies  witli  sitting 
beliind  tlie  wlieel  ol  dad's  new  <ar— the  tinill  (il  (onliolliug  a  "liundred 
horses"  as  tiiey  roll  suioothh  along  supei  higliwavs  oi  ihiough  the 
thoroughtarcs  of  downtown   traflie. 

Hilt  with  the  use  of  the  automobile  ihe  \oinig  driver  aeeepts  a  whole 
set  of  new  safety  and  niechanieal  responsibilities— how  explain  this  to 
yoimg  drivers?  Again— we  show  them— with  "slides"  of  table  top  situa- 
tions which  show  the  hazards  of  dri\  iiig  and  rules  for  |)re\  eiiting  accidents. 

Accidents  and  the  factors  which  cause  them  can  be  reproduced  by 
tabletop  photography.  By  this  method  of  tabletop  photography,  einploy- 
ing  tov  replicas,  traffic  situations  are  photographed  and  made  into 
projection  slides.  Dangerous  conditions  and  inisale  methods  of  driving 
can  be  shown,  and  it  can  be  seen  why  they  are  inisafe  and  dangerous. 
This,  along  with  the  slides  of  actual  accident  photographs,  slujivs  good 
reason  why  safety  must  be  practiced  at  all  times. 

Series  of  slides  of  this  natine  have  been  prepared  thus  far  in  this 
safety  program  and  are  being  shown  throughout  the  state  to  high  school 
assemblies,  civic,  and  other  organizations  interested  in  highway  safety. 

The  discussions  which  take  place,  the  fiigh  interest  shown  in  ques- 
tioning causes  and  pievenlion  of  automobile  accidents  are  ample  jjroof 
of  the  effectiveness  of  the  visual  te(hnic[ue— slides  shown  in  sequence. 
Typical  of  some  few  of  the  numerous  slide  sets  used  in  the  thiver  edu- 
cation and  safety  campaign  are  these  included  with  this  aitiile.  All 
Idhlfhip  sihiatinus  are  rcconstnu  lions  of  actual  lutidcnls. 


•    t'nr    ftntlir 


iufnr?)uition    nn    the  Ohio   traffic  safety  slides,   write   to    Col.   George   Mingle,   Supt., 
Ohio  Stale   Highway   Patrol. 


The   tabletop   model  pictured 

shows  an  accident  happening  at 

an  intersection  due  to  the 

failure    of   a    driver   to    heed   a 

warning  sign  and  stop  before 

entering  highway,    .-itliial 

accident  photographs  of  such  au 

accident  ahuays  folhne  to  show 

the  reality  of  the  situation- 


NOVEMBER 


19  4  7 


13 


Showing  the  School  To 
The  Community 


WE  ARE  iiiicipreiing  the 
schools  to  I  lie  coinmunitx 
iliroii,i;h  the  niediuni  of  ilu-  llMiim 
color  motion  picture  film.  The 
viieans  is  excellent-and  the  interest 
very  high! 

Our  teachers  have  made  a  colored 
movie  of  senior  high  school  activi- 
ties. Work  on  the  project  began 
early  in  the  school  year  when  the 
movie  committee  met  to  plan  the 
movie. 


A  molion-piduic  report  should  \isual- 
he  the  school  service  to  the  youth  of 
the  community.  It  should  be  realistic, 
showing  actual  activities  in  which  the 
ihildreii  engage,  like  the  pictuie  above 
( t  the  third  graders.  It  should  show  a 
varictv  of  activities  from  arithmetic  and 
other  more  popular  known  subjects. 
And  it  also  should  show  some  of  the 
less  familiar  acti\ities.  such  as  the  pupil- 
planned  and  executed  mural  assignment 
pictured  to  the  right. 

(Picture  Credit:  Madison,  Wise,  Public  Scliools) 


AN  .\MERIC.\N  EDUCATION  WEEK  FE.\TURE 
By  Margaret  Parham 

Director.   Public    Relations.   Madison,    Wisconsin.   Public   Schools 


This  motion  picture  is  the  third 
of  a  series  which  includes  two  com- 
pleted movies  picturing  the  junior 
high  and  elementary  school  pro- 
grams. Each  of  the  movies  is  ap- 
proximately 1,000  feet  long,  16 
millimeter,  colored,  and  silent. 

For  the  completed  series  credit 
must  go  to  three  different  mo\ie 
committees  of  apjjroximately  20  per- 
sons each.  Man\  hoitrs  of  labor  ha\e 
gone  into  jilanning  and  shooting  the 
movies,  splicing  and  editing  the 
films,  writing  scripts,  and  lettering 
the  titles. 


1  akiiig  coloicd  movies  of  Madison 
ptililic  school  pupils  Ijegan  as  a  long- 
lime  project  in  1939  when  the  joint 
piii)lic  relations  committee,  repre- 
senting the  Madison  Education  Asso- 
ciation and  the  Board  of  Education, 
became  interested  in  this  type  of 
at  I i\ it  v. 

.Several  enthusiasts  on  the  com- 
mittee formed  a  movie  sub-commit- 
tee and  expanded  the  group  to 
include   speech    teachers   and   mem- 


bers of  the  staff  who  had  amateur 
movie  experience.  This  gnitip  v  iewetl 
movies  previously  taken  in  the  Mad- 
ison public  schools  in  such  fields  as 
phvsical  education  and  speech.  The 
group  also  sent  for  films  from  other 
city  school  systems  to  study. 

The  committee  finally  decided  to 
make  colored  motion  pictures  of  the 
three  school  le^•els:  nameh.  elemen- 
tary, junior  high,  and  senior  high. 
They  chose  the  junior  high  school 
for  the  first  project  since  they  be- 
lieved adult  audiences  were  less  fa- 
miliar with  the  program  at  this  level 
and  since  production  difficulties 
would  be  fewer  with  onlv  three 
Ijuildings  involved. 

Fitnds  to  begin  the  project  were 
secured  from  the  council  of  the 
Madison  Education  Association  on 
the  connnittee's  request.  .Since  then 
the  association  has  included  the  suin 
of  $100  in  the  annual  budget  for  the 
project,  although  the  entire  amount 
has  not  been  spent  each  year. 

The  junior  high  schot:)l  movie  cost 
approximately  SlliO  and  the  elemen- 
tary movie,  $250.  In  addition  the 
teachers'  association  and  the  Board 
of  Education  both  appiopriated  SI 25 
to  make  duplicates  of  the  elemen- 
tary movie.  The  association  sent  its 
copy  to  the  U.S.  Office  of  Education 
in  Feliritary  for  use  in  the  re-educa- 
tit)ti  program  of  Germany. 

Before  beginning  production,  each 
movie  committee  spent  a  semester  or 
more  discussing  and  planning  the 
movie.  What  to  take,  where  and 
when  to  take  it,  how  much  of  an 
activitv  to  take,  what  sequence  to 
have,  how  many  children  to  include 
—these  were  just  a  few  of  the  matters 
to  be  considered. 

Teacher  assistance  in  plannitig 
and    filming   the   movies   was   inval- 

(C.  O  N  T  I  N  f  E  D      O  N       P  .\  G  E      32) 


16 


SEE     AND     HEAR 


After  the  Field  Trip  students  may  relive  and  stud\  the  high 
points  of  interest  they  encountered  b\  I'ieifing  scenes  such  as 
shown  above. 


DOCUMENTING 


The  Killdeer.  U'lien  liigh  speed  film  and  lelephoto  lens  are 
used  to  capture  nature,  our  children  may  study  from  materials 
of  interest,  truth  and  vividness. 


NATURE 


THE  STUDY  of  bird  song  has 
often  been  bewildering  to 
both  teacher  and  student.  It 
was  next  to  impossible  for  the 
teacher  in  the  classroom  to  describe 
I  he  songs  and  calls  of  birds,  and 
school  schedules  did  not  permit  long 
and  frequent  "hikes"  in  the  field. 
If  \oii  were  to  become  even  an 
amateur  ornithologist,  yon  simply 
had  to  spend  hours  and  hours  with 
the  birds  in  their  natural  habitat  and 
hear  their  songs  over  and  o\er  again 
before  the\  were  learned.  Manv 
ga\e  up.  Today,  howe\er,  a  most 
comprehensive  gathering  of  bird 
songs  is  available  on  records. 

The  bird  album  Xorth  .American 
Bird  Songs,  and  the  accompan\ing 
slides*  are  a  new  combination  \\hich 
challenges  eye  and  ear.  Using  super- 
sensiti\e  equipment,  it  is  now  possi- 
ble to  catch  and  hold  songs  of  elu- 
sive birds. 

Evidence  of  the  accuracv  and 
\i\idness  of  the  recordings  is  gi\en 
by  the  mocking  bird.  When  plaving 
his  recording  of  the  mockingbird's 
song  at  the  home  of  a  friend.  Dr. 
-Mien,  the  author  of  the  recordings, 
and  his  listeners  were  startled  by  a 
rapping  at  the  window.  There  sat 
a  mockingbird  objecting  strenuously 
to  the  fancied  intrusion  of  his  do- 


By  Dorothy  Hobson 

George   l\'ashi7igton  High  School, 

Indianapolis.  Indiana 

— and— 

Lorraine  Salamaii 

Madison,   M'isconsin 


main.  Upon  placing  the  jihonograph 
on  the  lawn  and  again  playing  the 
record.  Dr.  Allen  and  his  friends 
were  much  amused  to  see  the  bird 
search  in  vain  for  the  in\ader. 

The  records  began  when  Dr.  Al- 
bert R.  Brand  of  Cornell  Uni\ersity 
felt  the  need  of  recording  the  songs 
of  birds  about  to  become  extinct. 
The  passenger  pigeon  had  been  lost 
forever,  and  in  the  I930's  it  seemed 
as  though  soon  the  trumpeter  swan 
and  the  ivory-billed  woodpecker 
would  soon  follow  into  the  realm  of 
museum  relics.  In  an  effort  to  re- 
cf)rd  the  songs  of  such  birds  for  pos- 
teritv.  Dr.  Brand  and  Dr.  Allen  put 
into  effect  this  scheme  of  recorded 
bird  sound.  Since  Dr.  Brand's  death, 
the  Foundation  he  helped  establish 


"The  album  Xorlh  .American  Bird  Songs  may 
he  obtained  from  the  Comstock  PubUshing  Co.. 
Ithaca,  .New  York-  The  six  records,  each  with 
about  twelve  songs  recorded  may  be  purchased 
for   si.\   dollars. 

The  slides,  regular  2x2.  are  obtainable  from 
Di.  .\.  .\.  .\llen.  Fernow  Hall,  Cornell  University, 
New   York. 


at  Cornell  University  has  carried  on 
his  work  under  the  leadership  of 
Dr.  Allen. 

The  original  collection  of  songs 
was  begun  on  a  15,000  mile  trek 
which  Drs.  Brand  and  .Mien  took 
in  H)85.*  Using  10  miles  of  film  for 
both  audio  and  visual  images,  thev 
tra^clcd  a  wide  circle  from  Cornell 
Uni\crsit\  to  Florida,  westward 
across  the  Mississippi  Ri\cr,  into  the 
prairie  states,  northward,  and  finally 
home. 

The  materials  represent  an  im- 
mense amount  of  patience  and  in- 
genuity in  surmounting  obstacles. 
The  eagle's  inaccesible  nest,  some 
birds'  extreme  fear  of  man,  and 
other  birds'  nocturnal  habits  pre- 
sented the  hunters  with  many  chal- 
lenges. 

Eating  habits  also  gave  rise  to 
difficulties.  For  instance,  the  t)uzcl, 
a  western  bird,  catches  water  insects 
for  its  food,  making  its  home  near  a 
fast  fresh-water  brook  and  its  perch, 
a  likely  rock  in  midstream.  The  task 
is  apparent.  When  one  also  adds  the 
birds'  habits  of  wandering  widely 
through  a  given  area  to  the  great 
\ariation  in  the  dav-bv-day  amount 
of  song  production,  one  appreciates 
the  clarity  and  beauty  of  the  records. 

(CONTINUED       ON       PAGE       38) 


N  O  \   E  M  B  E  R 


19  4  7 


17 


BUFFALO'S 


POINT 


Visual  Instructional  Materials  Service 


This  diorama  of  desert  life  rcjnesenis  the  detail  study  material 
that  the  Museum  sends  out  irilli  eorrelaled  film  materials.  Mam 
avenues  for  learning  go  into  Buflalo  sehuoh  from   the  museum. 


Pictures  can  be  borroued  from  tlie  Picture-lending  Library  of 
the  Buffalo  Museum  of  Science  just  like  a  library  book.  Schools, 
civic  organizalions,  and  individuals  of  the  area   use  this  scn'icc. 


Josephine    E.    Andrews 

.Is.sistant  Curator  in   Charge 
I'isual    Education    Dii'ision 


TO  I'HE  best  of  our  knowledge, 
'llic  BiiHalo  Socieiy  of  Natural 
Sciences  was  the  first  organi/.ation  in 
the  world  to  loan  slides  and  lanterns 
free  to  individuals.  In  1900  the  So- 
ciety became  interested  in  the  idea 
of  preparing  and  lending  certain  of 
its  collei  lions  to  the  scliools  of  the 
city  and  to  other  cduraiional  insti- 
tiuions  for  teaching  purposes.  Ac- 
cordingly, a  series  of  loan  exhibits 
and  charts  was  prepared  which  met 
with  instant  favor.  From  time  to 
time  new  material  was  added.  From 
this  small  beginning  in  1901  jour 
different  visual  materials  lending 
services  have  developed. 


1.  While  the  preparation  of  ex- 
hibits was  progressing  slowlv,  an- 
other division  for  the  lending  of  lan- 
tern slides  and  projectors  had  been 
inaugurated  in  December  of  1919. 
'Fhis  division  was  organized  on  the 
plan  of  a  pidjlic  library,  slides  to  be 
called  for  and  returned  personally, 
and  the  aim  was  to  bring  visual  ex- 
periences of  travel  and  science  into 
the  school  and  the  home.  The  idea 
met  with  instant  success,  and  in  the 
first  five  months  over  ninety  thou- 
sand slides  were  borrowed  and  used. 
The  pidjlic  made  the  full  use  of  this 
service:  sctiools,  chinches,  organiza- 
tions such  as  the  Boy  Scouts,  Neigh- 
borhood Centers,  letturers,  and  in- 
ilividual  citizens. 

As  teachers  asked  for  sinall  sets  of 
slides  suitable  for  the  study  of  geog- 
raphy in  the  elementary  schools,  the 
service   developed   during   the    next 


ten  years  into  a  collection  of  some 
twelve  thousand  slides  arranged  in 
over  five  hinidred  sets. 

A  travel  slide  collection  was 
developed  through  purchase,  by  gifts 
from  railroads,  steamship  lines, 
travel  bureaus,  and  friends  of  the 
Society.  Special  attention  was  paid 
to  the  needs  of  the  churches  and 
material  was  selected  to  fit  their 
needs.  Sets  on  Jerusalem  and  Pales- 
tine, the  life  of  Christ,  Bible  stories, 
hymns,  and  jjarables,  most  of  them 
with  mainiscripts,  have  been  used 
extensivelv  bv  chinches. 

Nurscrv  schools  and  kindergartens 
found  it  difficult  to  find  suitable 
slides  for  story  hours.  Permission 
was  obtained  from  several  publishers 
to  copy  in  the  laboratory  the  pic- 
tures in  a  number  of  books  of  animal 
and  other  stories  of  universal  appeal 
to  little  tots.    These  slides  were  then 


18 


SEE     AND     HEAR 


colored  and  circulated  with  the 
books.  They  hax'e  met  a  real  need 
at  the  primary  school  lei'el  and  have 
been  used  widely. 

2.  Shortlv  after  the  Sociciv  liail 
inoM-d  into  its  ne\\'  btiildine;.  it  was 
decided  to  ic\ ise  the  old  charts  and 
exhibits  which  had  been  made  years 
Ix^fore,  and  to  prepare  and  add  new- 
material.  Thus  in  19L'9  tlie  Loan 
Exhibit  Bureau  came  into  being  as 
part  of  the  \'isual  Education  Di\i- 
sion.  A  file  of  mounted  pictures  was 
de\eloped  on  travel,  literatinc,  and 
the  sciences.  Later  large  geographi- 
cal ^\•all  maps  were  added  as  well  as 
a  collection  of  costume  dolls.  During 
the  business  depression  of  the  thir- 
ties, a  relief  project  was  organized  to 
make  miniature  exhibits  and  charts 
under   competent    staff   supervision. 

In  addition  to  models  antl 
charts,  two  types  of  box  exhibits 
were  de\eloped.  One  kind  is  made 
right  in  the  wooden  carrving  case: 
the  background  is  painted  on  the 
inside  cover  of  the  box,  and  the 
exhibit  is  permanentlv  made  and 
fixed  in  the  case.  AVhen  opened, 
there  is  yoiu-  exhibit  complete.  The 
Eskimo,  Jungle  Life,  the  Desert. 
Australia,  Switzerland,  and  man\ 
others  of  this  tvpe. 

Separate  table-top  sets  were  also 
made.  Each  article  of  the  exhibit 
is  a  separate  entity  to  be  taken  out 
and  arranged  as  desired,  and  the 
whole  group  housed  in  its  own 
strong  wooden  carrying  case.  In  this 
group  there  are  sets  on  transporta- 
tion, including  a  most  attractive 
miniature  stagecoach  complete  in 
everv    detail:    a    collection    of    four 


boxes  on  China  containing  some 
twche  different  items,  among  them  a 
sampan,  a  street  restaurant,  thresh- 
ing grain,  and  Chinese  figures  at 
\arious  occupations;  and  a  complete 
set  on  the  history  of  writing  from 
the  early  cave  man  down  to  the 
modern  printing  |)rcss  and  tvpc- 
wriier.  .\!an\  other  equallv  interest- 
ing and  instructixe  exhibits  were 
made.  .\11  objects  were  built  to  a 
scale  of  one   inch  equals  one   foot. 

3.  As  a  direct  outcome  of  the 
collection  of  art  slides,  another  loan 
service  developed— the  Picture-lend- 
ing Librarv,  which  was  first  opened 
to  the  public  in  1928  for  the  lending 
of  art  pictiues  —  reproductions  of 
paintings,  sculpture,  and  architec- 
tine.  nian\  of  them  fine  color  re- 
productions. Over  eleven  thousand 
pictures  were  made  available  to  the 
public  and  could  be  borrowed  for 
a  period  of  two  weeks  free  of  charge. 
The  best  works  of  all  the  great 
artists  are  represented.  Examples  of 
the  arts  and  crafts  of  the  earliest 
civilizations  down  to  the  present  day 
are  to  be  four.d. 

4.  The  newest  service,  and  prob- 
ably the  one  of  widest  general  appeal 
is  the  Buffalo  Museum  of  Science 
Film  Librarv,  which  has  just  got 
under  way  through  the  generosity  of 
a  Buffalo  organization  and  individ- 
uals.  Over  seveir  hundred  fdms  arc 
on  the  shelves  and  others  are  on  the 
wav:  and  a  number  of  soiuid  projec- 
tors are  a\ ailable  for  loan.  The  scr\- 
ice  is  free  to  all  schools  in  Buffalo 
—public,  parochial,  and  pri\  ate.  This 
service  is  filling  a  need  for  an  in- 
expensive source  of  educational  films 


and  is  meeting  with  an  enthusiastic 
reception. 

.\il  four  services  complement  each 
other.  For  example,  it  is  possible 
for  a  teacher  to  obtain  from  the 
museum  a  set  of  slides,  pictiues.  and 
an  exhibit  on  the  desert;  also  a  film 
on  The  Stoiy  of  the  Desert  and  an 
.Vrabian  doll.  Each  type  of  loan  ma- 
terial has  its  own  jjart  to  j)la\  in  the 
education  of  the  child. 

Plans  for  the  future  include  the 
enlarging  of  all  the  services;  the  in- 
auguration of  a  slide  librarv  of  2x2 
natural  color  slides;  and  the  begin- 
ning of  a  collection  of  small  mount- 
ed mammals  for  circidation  to  the 
schools. 

The  Buffalo  .Museum  of  Science 
has  become  a  center  in  this  com- 
munity for  visual  material  of  all 
kinds.  It  is  the  only  free  lending 
service  in  the  city  for  microscopical 
slides;  lantern  slides;  charts  minia- 
ture exhibits,  mounted  birds  and 
insects:  mounted  pictures:  and  now, 
the  latest  of  all,  sound  motion  pic- 
tures and  projectors,  for  commun- 
ity organizations  of  all  kinds- 
churches,  Y..M.C.A's,  Boy  Scouts, 
hospitals,  clubs,  parochial  and  pri- 
\aie  schools.  This  ser\  ice  is  also 
extended  to  out-of-town  schools  and 
organizations  but  it  is  a  counter 
service  and  no  shipping  is  permitted. 
.All  of  our  visual  aids  are  available 
free  to  Buffalo  Public  schools,  but 
they  also  ha\c  their  own  collections 
of  slides,  moiuited  pictures,  and 
motion  picture  films,  so  that  we  are 
not  the  only  source  of  supply  for 
these   items   for  the   public  schools. 

Membership  in  the  Buffalo  Mu- 
seum of  Science  is  obligatorv  for  all 
organizations  except  Buffalo  schools 
— pid)Iic.  parochial,  and  |)rivate. 
Many  millions  of  objects  have  been 
loaned  during  the  past  twenty-six 
years  to  stimulate  and  enrich  the 
educational  life  of  the  people  of 
this  city.  The  Buffalo  ^IusclUll  f)f 
Science  takes  pleasure  in  pa\ing 
tribute  to  all  those  loyal  and  in- 
terested |)ersons  whose  vision  and 
devotion  ha\e  made  [H)ssible  these 
\aricd  collections. 


Drills  of  many  nations,  made  for  the  Di- 
vision of  Visual  Education  of  the  Buffalo 
Museum,  are  popular  additions  to  the  lend- 
ing collection.  Although  used  for  any  pur- 
pose. the\  are  desigtied  f>articularly  for  the 
elementary  grades.  These  dolls  are  sent 
out  with  correlated  slides,  films  or  other 
models. 


NOVEMBER 


19  4  7 


19 


better  movies 

through 

CAREFUL  EDITING 


THE  WORD  "edit,"  "to  revise 
and  prepare  for  publication."* 
is  a  definition  long  applied  to  nianii- 
scrijjts  but  today  may  as  aptly  be 
applied  to  motion  pictures  if  "pres- 
entation" is  substituted  for  "publi- 
cation." Motion  pictures  must  be 
edited  to  prepare  them  for  more 
effecti\e  ]ircscntation  than  woidd  be 
jjossible  were  they  shown  exactly  as 
they  were  taken. 

The  need  for  such  editorial  prep- 
aration is  ob\ious  where  the  pictures 
ha\e  not  been  shot  in  the  secpiencc 
called  for  by  script  or  story.  But 
e\en  where  all  the  scenes  have  been 
taken  in  chronolooical  or  story  or- 
der, editing  is  still  most  important. 
Scenes  as  originally  photographed 
may  be  longer  than  required  to 
bring  interest  and  meaning  to  the 
completed  film  story.  Other  scenes, 
w  h  i  c  h  appeared  pertinent  when 
made,  may  later  prove  wholly  im- 
necessary.  Sometimes  certain  scenes 
may  be  poorly  exposed  or  out  of 
focus  and  should  be  renioxed. 


When  a  frame  to  be  cut  appears  on  a 
viewer  like  this  one,  it  can  easily  be  notched 
by  pressing  a  lever. 


Notes  on  Movie  Making 

Editing  permits  the  insertion  of 
titles  or  narration  to  interpret  the 
picture  story.  Few  movies  are  so 
strong  pictorially  that  some  commen- 
tar\,  either  in  sound  or  through  titles, 
will  not  enrich  their  meaning  for  the 
audience.  The  inclusion  of  such  ex- 
planations, in  their  proper  places,  is 
the   function  of  the   film  editor. 

The  first  consideration  in  an)  job 
of  editing  is  clarit\.  A  mo\ie  tells 
a  story  and  tells  ii  in  pictures.  To 
do  this  effecti\el\  ii  must  make  the 
story  wholly  clear  to  the  \iewer. 
Each  sequence  must  have  something 
to  say,  and  the  stun  of  these  se- 
cjuences  must  provide  an  easily  un- 
derstood message. 

Just  as  a  truly  skillful  author  uses 
a  minimum  of  words  to  convey  a 
]3articidar  message,  so  a  really  skill- 
ful film  editor  keeps  his  sequences 
brief.  Nothing  is  more  natural  than 
to  shoot  more  footage  than  is  need- 
ed; to  do  so  offers  the  assiuance  that 
a  particular  scene  is  complete.  But 
extra  footage  which  lengthens  a 
scene;  notions  formed  at  the  time  it 
meaning  obviously  has  no  place  in 
the  final  film. 

The  wisest  course  in  editing,  then, 
is  to  limit  each  scene  to  the  essential 
action.  This  may  not  be  easy,  par- 
ticularly for  the  mo\ie-maker  him- 
self. Understandablv,  he  has  pre- 
conceived notions  about  a  particidar 
scene,  notions  formed  at  the  time  it 


•  IVebster's  AVic  International  Dictionary ,  Second 
Edition:  "Edit,  to  publisti.  To  prepare  an  edition 
of.  To  revise  and  prepare  as  for  publication;  as 
to  edit  a  manuscript,  a  motion  picture:  to  select, 
correct,  arrange,  etc.  the  matter  of,  for  publica- 
tion." 


was  shot.  .\s  a  result,  an  outsider's 
achice  can  be  most  helpful  in  edit- 
ing. Not  ha\ing  filmed  the  original 
scene,  an  outsider  looks  only  for  thi' 
part  containing  the  essential  poi'nt 
of  the  story. 

In  editing  color  films,  it  is  possible 
to  let  scenes  run  as  much  as  50  per 
cent  longer  than  the  same  scenes 
might  run  in  black-and-white.  This 
is  because  there  is  more  to  "take  in" 
when  \iewing  a  color  film. 

Mininuim  eipiipmcnt  for  expert 
editing  consists  of  a  film  viewer, 
splicer,  and  rewind  apparatus.  With 
such  equipment  the  film  is  fed  from 
the  reel  into  the  viewer,  where  the 
e  tl  i  t  o  r  sees  the  enlarged  frame. 
Where  portions  are  to  be  removed, 
so-called  "cuts"  are  made;  the  edge 
of  the  frame  is  notched  b)  pressing 
a  cutting  lever  and  these  scenes  arc 
torn  out  and  the  ends  of  the  film 
spliced  together.  ^Vhere  sequences 
are  remo\ed  and  set  aside  for  inclu- 
sion later  in  the  movie,  they  can  be 
woinid  on  ,'iO-foot  reels  and  labeled 


r/;n  iKilth  shows  where  cut  is  to  be  made. 
It  will  not  interfere  with  projection  if 
Ininic   is   lift    in    picture. 


20 


SEE     AND     HEAR 


to  indicate  correct  subject  matter. 

Finally,  the  entire  footage  should 
be  projected.  D  u  r  i  n  g  projection, 
notes  may  be  taken  concerning  each 
particular  secjuence.  Notes  should 
indicate  what  parts  are  to  be  further 
cut  and  what  scenes  are  to  be  re- 
arranged. This  process  should  be 
repeated  several  times  until  the  de- 
sired editing  changes  have  been  fidly 
determined. 

During  this  projection  it  is  wise  to 


study  the  relation  of  the  length  of 
each  scene  to  the  action  it  portrays 
and  the  place  of  that  bit  of  action 
in  the  storv  as  a  whole,  for  this  will 
determine  tempo.  Where  action  is 
meant  to  be  fast,  as  in  a  chase,  scenes 
should  be  short,  almost  chopp\. 
Where  action  slowh  nioimts  toward 
a  climax,  the  editorial  approach  is 
different. 

Final  arrangement  of  the  film  is 
accomplished  bv  splicing  all  scenes 
into  their  proper  tnder.  Splicing  is 
accomplished  by  placing  the  ragged 
ends  of  the  film  on  the  splicing 
block  and  trimming  them  with  a 
ciuter.  The  emulsion  on  the  last 
one-eighth  inch  of  one  end  then  is 
moistened  and  mechanically  scraped 
off.  ,\  touch  of  cement  is  placed  on 
the  film  base  after  the  emulsion  is 
remo\ed  and  the  other  end  of  the 
film  is  pressed  against  it,  welding 
the  splice. 

In  most  sequences  these  are  inter- 
mixed during  editing  to  provide  con 
tinuitv  and  variation  bv  chansinsi 
the  point  of  view.  .\  long  shot  gen- 
erallv  is  employed  to  establish  the 
locale  of  a  scene.  Medium  shots  iden- 
tify the  people  in  it  and  show  what 
they  are  doing.  Close-ups  illustrate 
the  detailed  action  or  expression  of 
the  subject.  This  procedure  may  be 
reversed  for  effective  variation. 

In  editing,  as  in  an\  pursuit,  ex- 
perience is  of  great  help.  .Sometimes 
it  is  necessary  to  repeat  the  process 
oiulined  above  two  or  three  times 
before  a  finished  movie  is  made- 
cutting  a  bit  more  here,  dropping  a 
scene  there,  adding  a  title  somewhere 
else.  The  goal— an  effective  pictine 
storv  that  holds  the  interest  of  the 
audience  and  reveals  giaphicalh. 
\ividly,  and  with  complete  compre- 
hension, evidences  of  the  world  we 
U\e  in. 


Steps  in  Splici.ng:    (I)    Iilm  n  placed  in  splicer. 


( li  I    liuth  ends  ul  tin   j:lui 


^ 


(i)    The  emulsion  of  one  end  is  softened  with  water. 


:ti^i\  % 


^    ^ 


(4)  The  scrafyer  rubs  off  emulsion  leaving  the  trans- 
parent film  base.  This  is  touched  with  cement  and  the 
two  ends  are  brought  together. 

Pictures   Courtesy    of    Eastman    Kodak    Company 


NOVEMBER 


19  4  7 


21 


TELEVISION... 


Ailjutt€*i   i«p  M^r^sotii    ^^  is  it  a  I 
3Mtit^riitls  in  Puhliv  £tlt§ctiiion 


By  Edward  Staslictf 

Trifvhion  Dirrrlor.  II  .%)/•;,  Bnard  nf  Edit 
cation   F.\l   Rmlin  SInlion,  Nciv    York    Cil\ 

DIRING  THE  \V.\R  one  of 
our  inosi  \aliiablc  ccliua- 
lional  projects  here  in  New 
\'ork  Ciiiy— ilie  irijis  aroimcl  llie  cil\ 
by  l)ii.s  and  lerry— became  a  rasually 
of  the  transporiation  shortage. 
'I'liese  trips  hail  been  of  great  helj) 
in  getting  om  yoinigsters  to  i<.no\v 
their  city.  Even  at  the  peak  of  the 
])rogiani,  it  was  well-niglit  inii)ossi- 
ble  to  gi\f  tliis  experience  to  all  the 
(hiidien  .  .  .  hut  television  (oiild  tin 
it.  rele\ision  coiikl  \isit  the  biidgvs 
and  I  he  ishinds,  Iiistorlt  iancbuarks 
and  industrial  ceniers,  i)ran<h(s  ol 
city  goverinneiit  from  (^ity  Hall  lo 
Department  of  Sanitation  sewage 
(lis|)osal  plants  .  .  .  all  ])arl  of  llie 
course  of  stud). 


The  great  advantage  whiclr  tele- 
vision has  over  standard  classroom 
film  as  we  know  it  today  is  its  flexi- 
i)ilii\  and  timeliness.  Almost  all  the 
subjects  which  I  shall  recommend 
for  the  junior  high  school  level,  in 
just  a  moment,  can  l)e  presented  on 
existing  classroom  film,  "^et  the 
point  I  wish  to  make  is  that  tele- 
vision, even  when  it  uses  film,  can 
alford  to  bring  iis  ]>iesentati()n  up  to 
date  each  time  it  ijroadcasls.  Cllass- 
room  film,  primed  in  hundreds  of 
c()|)ies,  represents  too  great  an  invest- 
meni  to  permit  of  annual  re-ediiing 
and  the  addition  of  new  fooiage. 
I'ilm  prepared  for  television  can  and 
unisi  be  brought  up  to  date  each 
year,  and  the  cost  of  ]>io\iding  fresh 
fooiage  and  new  editing  for  the  one 
piiiii  lo  be  telecast  in  any  given 
lonniHuiity  will  i)e  (omjjaralivelv 
minor. 

At  llie  junior  high  school  level,  we 
hud  that  television's  greatest  contri- 


bution will  probai)l\  be  made  in  the 
field  of  science.  NBC  experimented, 
late  last  Spring,  with  tw^o  such  pro- 
grams aimed  at  ninth  year  classes: 
one  on  the  Atom,  and  one  on  Flight 
and  Aviation.  Additional  programs 
outlined  for  our  junior  High  Schools 
included  A\'eather,  Visible  and  In- 
visible Light,  Disease  and  Television 
itself. 

I  think  \c)u  will  agree  with  me 
that  developments  in  each  of  those 
areas  are  progressing  so  rapidly  these 
days  that  no  current  classroom  film 
could  give  the  latest  story  unless  it 
were  re-edited  every  second  year. 
True,  the  basic  principles  remain 
unchanged,  but  the  story  of  Disease 
is  incomplete  without  Streptomycin 
and  penicillin  today,  without  some 
new  miracle  drug  tomorow. 

At  the  fimior  High  School  level, 
also,  the  current  civic  events  telecast 
becomes  valuable.  Congress  in  ses- 
sion, the  citv  fathers  in  action,  the 


22 


SEE     AND     HEAR 


doings  of  UN— these  and  more  iir- 
gcnth  timely  snatches  of  hislorv  in 
the  making  are  perfect  television 
grist  for  education.  We  now  edit  the 
news,  for  elementary  and  for  junior 
high  lc\els  separately,  at  AV'NVE,  the 
New  \ork  City  Board  of  Education 
radio  station.  Would  not  the  video 
cc|ui\alcnt  be  yesterday's  evening 
tclc\  ision  newsreel,  slightly  re-edited 
but  with  a  materially  different  com- 
mentary spoken  behind  the  fdni? 
That's  video's  great  educational  ad- 
vantage over  somid  film  ...  it  costs 
us  \crv  little  to  dub  in  a  new  sound- 
track. 

Programs  in  science  and  in  social 
studies,  such  as  I  ha\e  described,  will 
be  supplements  to  existing  classroom 
films,  lantern  slide  collections,  ani- 
mated models,  charts  and  diagrams 
alnach  in  use  in  our  schools.  In  the 
held  of  Foreign  Language,  for  ex- 
ample, where  already  we  stress  the 
study  of  a  foreign  culture  as  well  as 
its  grammar,  the  interview-demon- 
stration in  the  studio  will  supple- 
ment oiu"  present  \isual  methods  .  .  . 
now  largely  postcard  and  sou\enir 
demonstration.  If  for  each  of  the 
languages  studied  in  our  schools  a 
major  studio  were  to  provide  just 
one  broadcast— consisting  of  a  distin- 
guished but  English-speaking  visitor 
from  the  foreign  land;  travelogue 
film  of  its  scenic  beauties;  native 
costumes  on  live  models,  native  mu- 
sic and  dance— why  the  broadcaster 
could  he  sine  that  every  French,  or 
Italian,  or  Spanish,  or  Portuguese 
class  in  the  city  would  want  to  tune 
in  .  .  .  if,  of  course,  we  had  receivers 
in  our  schools. 

Pupil  participation,  on  the  junior 
high  level,  would  seem  to  me  to  be 
confined  to  occasional  programs  of 
exhibits  at  a  Science  Fair,  for  ex- 
ample, or  a  remote  pick-up  of  a 
student  group  presenting  a  scroll  to 
UN  delegates.  Vet  a  good  sustained 
series  can  be  provided  by  seventh-to- 
ninth-year  pupils  if  the  quiz  format 
is  used.  Currently,  the  New  York 
City  Board  of  Education  is  cooperat- 
ing with  the  Columbia  Broadcasting 
System  in  the  "All-New  York  Junior 


Sliidciil.s  loiiijirlc  before  television 
etimeias  of  ClIS  station  lI'CBSTf. 
'I'lie  eonlesliint  is  beijig  challenged  b\ 
the  opposing  captain  to  re-arrange  the 
letter-bearing  slndents  so  that  their 
cards  leill  spell  out  a  word  meaning 
"useless."    That's    right  — it's    "futile." 


High  School  Television  Quiz  Tour- 
nament," with  ten  weekly  broadcasts 
taking  place  between  mid-November 
and  mid-January,  and  ten  more, 
topped  by  two  final  roiuids,  sched- 
ided  for  mid-February  through  the 
beginning  of  May.  So  far,  the  success 
of  the  enterprise  has  exceeded  our 
fondest  hopes. 

On  the  Senior  High  School  level, 
we  add,  of  course,  more  intensive  re- 
mote coverage  of  news  as  it  happens. 
We  add  discussion  jirograms,  not 
only  /or  l)ul  /;y  high  school  students, 
and  I  hope  you  will  forgive  me  if  1 
refer  to  our  own  High  School  dis- 
cussion show,  "There  Ought  to  Be  a 
Law,"  which  has  completed  twenty- 
five  consecutive  broadcasts. 

Let's  also  point  out  the  intensified 
study  of  drama  in  senior  high  school. 
Standard  equipment  used  to  be  a 
volume  of  Shakespeare;  a  teacher 
and  a  class,  standing,  one  by  one,  at 
their  desks  to  read  through  iambic 
pentameters. 

Today  many  a  classic  drama  is 
Ixnind,  for  comparative  studv,  in  the 
same  covers  with  a  modern  play.  The 
best  of  our  drama  teachers  spend 
their  summer  vacations  in  straw-hai 
stock.  And  the  voice  of  Orson  Welles 
is  heard  in  the  land,  along  with  that 
of  Maurice  Evans,  Judith  .t\nderson, 
and  other  fine  actors,  in  recordings 
made  specially  for  classroom  use. 
\\'hat  a  lift  good  television  drama 
coidd  give  sucli  a  course!  It  needn't 
be  Shakespeare.  Any  good  acting  will 
find  a  day-time  audience  in  drama 
appreciation  classes.  And  it  needn't 
be  staged  especially  for  the  day-time 


show;  Simday  night's  drama  supple- 
ments not  only  the  textbook  and  the 
album  of  recordings,  but  the  film 
that  no  teacher  can  get  the  whole 
class  to  see  at  once,  wiiiioul  calling 
off  school  and  adjourning  to  the 
neighborhood  movie. 

If  educational  television,  as  a 
teacliing  aid.  involves  the  i)eginnings 
of  participation  on  the  junior  high 
school  level,  it  would  seem  to  me  to 
demand  large  gobs  of  it  in  college. 
That  is  why  the  increasing  number 
of  tie-ups  between  broadcasters  and 
luiiversiiies  appears  to  me  to  be  so 
favorable  a  sign. 

Art  and  architectine  via  television 
can  reach  not  only  the  classroom  but 
the  dormitory  receiver  .  .  .  and  the)' 
are  not  too  far  around  that  corner— 
and  nearby  homes.  Dance  .  .  .  mod- 
ern, ballroom,  folk  ...  is  a  natural, 
for  reception  both  on  and  off  the 
(ampus.  Distinguished  visitors  to  the 
campus,  new  scientific  developments 
either  discovered  in  the  campus  labo- 
ratories or  duplicated  by  demonstra- 
tion apparatus,  and  how-to-do-it  pro- 
grams from  dietetics  and  home  eco- 
nomics to  methods  of  aptitude  testing 
ill  I  he  liome,  will  go  from  town  to 
lown.  Dramatic  programs,  intercol- 
legiate debates,  student  forums  are 
almost  too  cjbv  ious  to  mention. 

\\'hellK'r  on  ilic  |)riniary  level  or 
on  the  collegiaie,  ilic  educational 
broadcast  docs  not  do  liic  leaching 
in  A\\i\  ol  ilscll.  lis  \ahic  is  as  a  com- 
bined siinuilani  and  irritant.  Better 
ihan  anv  teacliing  tool  we  have  tcj- 
clav.  in  niv  opinion,  television  can 
(c:  c)  .N  r  I  N  I    I  1)     ON      i-  ,\  c;  v.     38) 


NOVEMBER        •         1947 


23 


pamciPAL 


MEETING 
TEACHER 
PROBLEMS 


1.  Makes  budget   provision. 

2,  Provides  clerical  aid. 


AUDIO-VISUAL  EDUCATION  COmiTTSE 

1.  Collects  a  library  of  film  catalogs. 

2.  Gets  teachers  to  select  films  and  dates. 

3.  Makes   final   selections   and  sets  dates   for  showings, 

4.  (Mkes   all  arrangements  for  bookings  with  rental 
agencies. 

5.  Provides  evaluation  blanks    for  teachers  and  files 
information. 

6.  Trains  teachers  in  use  of  equipment. 

7.  Recommends   slides,   filmstrips  and  any  needed  equipment 
for  purchase . 
Directs  expenditure  of  budget   allowance. 


TEACHERS 

1.  Choose   films   and  dates  to  fit    the  curriculum. 

2.  Show  films  when  they  arrive. 

3.  Make    proper  classroom  preparation. 

U.  Evaluate   films  seen. 


By  E.  J.  Zeiler 

Principal,  Richards  School, 
Whitefish   Bav,  Wisconsin 


PUPILS 

1.  Make    preparation  for   seeing  flljLO, 

2.  Participate   in  evaluation. 

3.  Participate   in  learning  activities  as  directed  by 
the  teacher. 


PLAN  OF  ORGANIZATION  FOR  TEACHER  AUDIO-VISUAL  EDUCATION  COUMITTEE 


FOR  SEVERAL  YEARS  our 
school  had  been  equipped 
uith  a  sound  projector,  screens, 
two  classrooms  with  black  shades, 
and  a  small  assembly  room  which 
could  be  used  as  a  projection  room 
part  of  the  time.  Several  teachers 
had  been  trained  to  operate  the  pro- 
jector. The  principal  pro\ided  cata- 
logs of  free  and  rental  films.  Yet, 
in  spite  of  good  equipment  and 
much  encouragement  from  the  prin- 
cipal, the  use  of  teaching  film*  was 
limited  to  a  relatively  small  niunber 
of  teachers.  Something  was  wrong! 
The  teachers  were  asked  what  stood 
in  the  way  of  increased  usage  and 
these  problems  were  found  to  be 
typical: 

1.  Teachers  were  so  busy  that  they 
forgot  to  order  films  in  ad\ance  of 
the  day  of  need. 

2.  When  films  were  ordered,  teach- 
ers were  generally  disappointed  be- 
cause of  previous  bookings  by  others 
of  the  films  they  desired  to  use. 

3.  The  load  of  correspondence  re- 
garding film  bookings  became  too 
heavy. 

'I.  .\  film  coming  to  the  building 
w:is  not  used  fully  because  other 
teachers  did  not  know  it  was  present 
or  suitable  for  their  class. 

These  four  and  other  minor  j)rolj- 
lems    indicated    that    the    princip.il 


•Those  films  which  contribute  reah'.stic,  vivid, 
learning  experiences  above  and  beyond  that  whicli 
ordinary,  traditional  materials  lend. 


could  not  meet  all  the  demands  on 
his  time  and  attention  without  find- 
ing some  organized  method  of  hand- 
ling the  entire  situation. 

The  faculty  eventually  selected 
an  audio-visual  education  commit- 
tee of  three  teachers:  one  each  to 
represent  primary,  intermediate,  and 
upper  grades.  The  teachers  selected 
were  especially  interested  (some  had 
taken  professional  work  in  \isual 
education).  The  committee  was 
gi\en  the  following  duties: 

1.  To  collect  catalogs  from  all  prac- 
tically available  film  sources. 

2.  To  evaluate  films  so  as  to  improve 
the  selection  from  year  to  year. 

3.  To  select  films  for  use  and  book 
them  in  May  for  the  following  fall. 

4.  To  train  teachers  in  the  use  of 
ec|uipment. 

5.  To  set  up  a  plan  of  operation  so 
as  to  make  the  best  possible  use  of 
film  and  equipment. 

0.  To  take  any  steps  necessary  to 
facilitate  the  program;  i.e.,  to  im- 
prove the  quality  of  use  of  audio- 
\  isual  materials  in  the  course  of  regu- 
lar classroom  learning  situations. 

The  principal  gave  the  committee 
all  necessary  authority  and  placed 
the  equipment  and  all  materials  at 
their  disposal.  He  provided  clerical 
help  as  needed  and  requested  neces- 
sary budget  funds  for  film  rentals 
and  rejjairs.  The  committee  began 
with  a  budget  of  $60.00  for  film 
rentals  and  $25.00  for  repairs.  By 
careful    choice    of    rental    and    free 


films,  it  was  possible  to  provide  75 
reels  of  film  during  the  first  year 
under  this  plan. 

Teacher  participatioti  drove  the 
work  foriuard.  The  people  who  use 
the  films  must  select  them!  Now— 
the  committee  after  four  years  of 
operation  has  developed  a  workable 
routine  of  operation.  Early  in  the 
second  semester  each  member  calls  a 
meeting  of  the  teachers  in  the  group 
he  represents.  The  program  is  dis- 
cussed, difficulties  are  ironed  out, 
and  teachers  are  given  catalogs  and 
film  lists  from  which  each  one  selects 
a  fixed  number  of  films.  Teachers 
of  the  same  grade  get  together  to 
make  their  selections.  Evaluations 
from  past  years  are  available  for 
guidance.  Each  teacher  sets  a  date 
on  which  he  would  prefer  to  ha\e 
the  film  booked.  The  committee 
now  comj)iles  this  list  and  cuts  it  as 
needed  to  fit  the  budget  allowance. 
.-Ml  dates  are  cleared  and  the  re- 
quests for  bookings  are  sent  out. 
■\Vhen  these  have  been  confirmed,  a 
complete  program  calendar  is  pre- 
pared, and  all  teachers  receive  a 
copv.  Key  symbols  are  used  to  sho\\- 
age  level  for  which  a  film  is  recom- 
mended, sound  or  silent,  the  source 
of  the  film,  running  time,  and 
whether  the  film  is  black-and-white 
or  color. 

.As  films  arrive  in  the  office,  this 
information  is  posted  on  the  teach- 
ers' bulletin  board  in  order  that  any 


24 


SEE     AND     HEAR 


teacher  may  sign  for  use  of  the  film. 
l)av  and  lioiir  of  teaclier's  request 
must  be  shown.  It  is  a  rule  not  to 
show  any  hlni  to  more  than  two 
class  groups  at  a  time,  but  lack  of 
a  full  time  projection  room  some- 
times makes  it  necessary  to  break 
iliis  rule.  Films  are  selected  to  be 
shown  to  those  class  groups  into 
whose  curriculum  content  they  will 
lit.  Each  teacher  fills  out  an  evalua- 
tion sheet  and  files  it  with  the  chair- 
man. 

.\t  the  present  time  the  committee 
li;is  increased  its  bookings  to  o\ei 
100  reels  for  the  \ear,  and  it  has 
taken  on  the  project  of  selecting 
suitable  filmstrips  and  2"  x  2"  slides 
for  purchase.  Certain  extra-cmricu- 
lar  funds  have  been  made  available 
lor  this  project. 

.After  four  years  we  find  this  plan 
of  operation  still  stands  high  in  the 
fa\or  of  teachers.  The  number  of 
])cr-]5upil  showings  has  increased 
greatly,  but  most  noteworthy  is  the 
leeling  of  teachers  that,  in  spite  of 
the  necessity  of  advance  bookings, 
more  suitable  films  arrive  at  a  suit- 
able time  than  e\er  before. 
*     *     * 

Teachers  interested  in  the  Film 
E\aluation  sample  at  the  right  will 
appreciate  the  \aluable  aid  to 
evaluating  an  entire  audio-visual 
program  now  being  published  h\ 
See  .\nd  He.\r.  Entitled  ".\udio- 
\'isual  Program  .Standards,"  this 
series  of  outstanding  articles  was  first 
presented  in  our  October  edition, 
and  the  second  section  is  in  this 
issue.  It  is  based  on  the  recom- 
mendations of  a  national  committee. 


FILM  EVALUATION 


Kit  hards  School 
Tille  


Whitcfish  R.1V   II,  Wis. 


Source  _ 
B    &:    W. 


Cost_ 


Colored 


Sound_ 


Silent, 


Grade  Levels_ 


Subjects  Covered. 


Riiiininsr  time_ 


l)tfect.s  (if  any)_ 


.Appropriate  for  purpose?. 


Teaching  value  (Ex,  Vg,  G,  F,  or  P)_ 
Sound  Track  (Clear  and  Steady) 


or  (Blurred  and  Varying). 


Photography  (I'nusual,  Excellent,  Vg,  G,  F,  or  P)_ 
.Antiquated   or    obsolete    indications 


Commentary   (Helptul)_ 
Vocabulary    eniploye<l_ 

Music    (.Appropriate) 

Pupil    reactions 


(Disconcerting). 


(Distracting), 


Is  this  ihf  best  device  for  teaching  this  subject  or  phase  of  this  subject?. 


Remarks 


Date, 


Teacher, 


In  small  schools  a  teacher  atidio-i'isuat  com-  tA'ahtation  is  the  key  tn  a  successjul  {iro-  A  sluily  and  rrscaicli  program  before  I'iew- 
mittee  such  as  this  one  uses  evaluation  gram.  The  teacher  jvho  is  to  use  the  film  inf^  films  and  follow-up  actiz'ities  upon  corn- 
experience  and  teacher-pupil  opinion  of  should  he  the  one  to  determine  its  useful-  pletitm  of  showing  are  important  audio- 
films  which  have  been  used  in  the  school  tiess  as  a  supplement  to  her  classroom  work.  visual  functions.  Here  youngsters  prepare 
as  their  basis  for  film  selection.  This  means  thorough  study  for  the  teachers.  for  the  film  "Iron  and  Steel." 


^y^'^  i^^l 


^.V^ 


i 


.^*3- 


NOVEMBER 


19  4  7 


25 


TEACHER  TRAINING 
in  Audio-Visual  Materials 


By  Robert  H.  Moore 

Head,  Dept.  of  Education,  Illinois    Wesleyan 
University,  Bloominglon,  Illinois 


Tearliers  usually  teach  as  tliey  are  lauglil. 
If  audio-visual  materials  of  instructions  and 
itjuipment  are  used  in  teacher  training 
classes,  cadet  teacliers  will  feel  freer  about 
ujjplying  the  same  techniijue  in  llieir  future 
work. 


liFLOw:  Teachers  are  J/rei'iewing  and  be 
coming  aciiuainted  with  audiovisual  mate- 
rials of  instruction  which  are  available  in 
their    particular   subject    areas    of    interest. 


THEY  MISUSE  THEM,"  or 
"They  don't  use  them  at 
all,"  are  candid  complaints 
most  often  made  by  school  adminis- 
liators  rontcrniiig  teadicr  uiiii/a- 
tion  of  audio-\  isiial  materials  of  in- 
struction. If  we  as  teacher  trainers 
are  going  to  answer  these  criticisms 
which  are,  in  \ery  many  cases,  justi- 
fied, a  two-fold  plan  of  teacher-edu- 
cation must  be  continuously  carried 
on.  One  type  is,  of  course,  in-service 
education  in  the  use  of  audio-\isual 
aids.  The  second,  and  the  one  which 
the  writer  is  primarily  concerned 
with,  is  pre-seniice  editcation  or 
Icaclier   training. 

The  plan  used  in  providing  edu- 
cation in  the  use  of  audio-visual  aids 
to  college  seniors  preparing  to  teach 
is  based  upon  three  theories: 

1.  No  teacher  can  be  called  well- 
prepared  at  the  present  time  if  he 
lias  not  been  carefully  introduced 
to  the  subject  of  audio-\isual  aids. 
Therefore,  the  course  or  part  of  a 
course  dealing  with  this  subject  must 
be  open  to,  if  not  required,  of  all 
students  preparing  to  teach. 

2.  The  use  of  audio-visual  materials 
must  be  presented  as  an  integral 
|)art  of  the  teaching  process,  and 
should  not  necessarily  be  considered 
as  a  separate  topic  in  a  separate 
course. 


3.  Students  must,  if  their  education 
is  to  function,  get  some  actual  ex- 
perience in  using  audio-visual  mate- 
rials and  ec[uipment. 

In  keeping  ^vith  these  points,  the 
study  of  audio-visual  aids  was  intro- 
duced into  the  course  in  "Principles 
and  Methods  of  Education,"  which 
is  required  of  all  seniors  in  the 
teacher-preparatory  program  of  the 
liberal  arts  college.  This  is  not,  of 
course,  an  unusual  plan  in  teacher- 
education  curricula.  Too  often,  how- 
ever, the  student  does  little  more 
than  study  about  audio-visual  aids. 
He  too  seldom  gets  any  practice  in 
connection  with  the  theoretical 
study.  In  order  to  avoid  this  fault, 
a  laboratory  unit  in  the  use  of  audi- 
tory and  \  isual  aids  has  been  set  up. 
The  unit  includes  the  following 
experiences  in  approximately  the 
order  in  which  they  are  given: 

1.  Introduction  by  instructor,  and 
a  study  by  students  of  books  and 
magazine  articles  dealing  with 
audio-visual  aids. 

2.  ^\'riting  papers.  Each  student 
emphasizing  those  A-V  materials 
especially  useful  in  his  own  field. 

3.  Class  discussion.  Particular  at- 
tention to  purposes,  types,  and  prin- 
ciples of  use  of  audio-visual  male- 
rials. 

4.  nisphn  of  catalogs  of  fihns,  slides. 


filmstrips,  charts,  maps,  models,  and 
lecords.  (A  mimeographed  list  of 
sources  distributed  to  students.) 
5.  Lecture-demonstration  by  the  in- 
structor on  the  operation  and  care 
of  silent  projectors,  sound  projectors, 
slide  and  filmstrip  projectors,  and 
two-speed  phonographs. 

G.  Individual  lessons  in  the  opera- 
tion of  projectors  and  phonographs. 
All  members  of  the  class  participate. 
7.  Selection  and  presentation  (be- 
fore the  entire  class)  of  films,  rec- 
ords, or  slides  by  small  groups  or  in- 
dividuals. (In  connection  with  the 
presentation,  each  group  or  individ- 
ual explained  why  he  would  use  the 
aid,  how  it  would  fit  into  a  unit  of 
^vork,  how  he  would  prepare  the 
class  before  presenting  it,  and  how 
he  would  follow  up  the  presenta- 
tion.) 

Most  of  the  students  were  some- 
what hesitant  at  first  about  actually 
threading  and  operating  the  sound 
projector.  However,  after  they  had 
spent  some  time  working  with  it, 
they  became  reasonably  adept  in  its 
operation,  and  enthusiasm  took  the 
place  of  reluctance.  Some  students 
were  asked  by  the  College  Visual 
Education  Director  to  run  sound 
films  for  other  classes  in  the  College. 
(continued     on     page     38) 


26 


SEE     AND     HEAR 


REARIXO 


SPIDERS 


A  See  and  Hcak  Scieiue  mrticU  on  Ike 
feeding  mnd  care  of  spiders  as  m  choice 
clastjoom  specimen  slud^. 


IX  your  search  for  live  specimens 
to  study  in  natural  science,  gen- 
eral science  or  biology-,  you  can 
rear  a  mast  fascinating  creatine— the 
spider.  Consider  the  spider- 
Shortly  after  the  dose  of  the  Ci\il 
War,  an  ex-army  captain  undertook 
the  task  of  producing  spider  silk  on 
a  commercial  basis,  ^\"hv  not?  Spider 
web  strands  were  stronger,  finer,  and 
more  elastic  than  any  other  knoY«-n 
fiber.  \\"hai  is  more,  a  single  spider 
may  produce  enough  silk  to  encircle 
the  earth.  WelL  this  enterprising 
gentleman  jjersisted  long  enough  to 
produce  a  garment  or  so  of  elegant 
spider  silk.  Then  he  gave  up.  .\ 
number  of  other  people  have  done 
the  same.  \\'hyr  Because  spiders  are 
iK)t  easily  reared  en  masse.  Unlike 
the  silkworm,  which  contentedlv 
feeds  upon  muJberry  leaves  and  lives 
in  harmony  with  his  neighbor,  the 
spider  is  not  inclined  to  be  sociable. 
Place  two  thri\-ing  females  in  a  cage 
together,  and  you  may  expieci  to  find 
only  one  the  next  day.  Rear  them 
outdoors,  and  they  run  a^»-av.  Rear 
them  in  a  cage,  and  your  feeding 
problem  is  terrific  Thev  mvst  have 
aaive,  Ih-ing  animals  f<M-  food. 

\\'hy  bother  with  rearing  spiders? 
Spider  silk  is  used  for  cross-hairs  in 
telescopes,  gun  and  bomb  sights, 
range-finders,  and  variotis  other  op- 
tical instruments.  Certain  persons 
obtain  the  web  bv  touchii^  the  spin- 
nereu  or  silk  gland  pores,  then  reel- 
ing off  the  silk  strands.  The  mech- 
anism by  which  the  silk  strand  is 
formed  is  essentially  that  involved 
when  you  touch  ^ouir  finger  to  the 
open  end  of  a  tube  of  liquid  glue, 
and  then  withdraw  it.  pulling  out  a 


delicate  fiber  which  hardens  in  the 
air.  The  average  strand  of  silk  is 
made  up  of  fibers  from  several  of 
the  six  major  spinnerets.  But  mv 
reasons  for  rearing  spiders  did  not 
concern  the  web  at  all:  I  studied 
their  development,  and  I  sought  a 
practical  method  of  rearing  large 
numbers  of  them. 

I  needed  a  relativelv  simple  and 
economical  technique  of  rearing  spi- 
ders under  carefidlv  controlled  and 
accmrately  recorded  condiuons.  ^-ith 
an  individual  record  for  each  spider. 
The  following  method  was  devised. 

Upon  emergence  from  the  egg- 
case,  the  baby  spiders  are  kept  to- 
gether for  a  day  or  two,  thus  gi«ng 
the  hardier  specimens  their  normal 
start  in  life  by  cannibalism.  The 
spiderlings  are  then  isolated  in  in- 
dividual shell  vials  having  cork  stop 
pers.  Shell  \ials  are  preferable 
because  they  have  no  neck,  and  mav 
thus  be  easily  cleared  of  trash  and 
shed  skins.  In  rearing  Black  Wid- 
ow's, I  found  that  25  x  75  mm  vials 
woidd  accommodate  the  spiders  un- 
til maturity,  but  wider  ones  might 
be  necessary  for  such  species  as  the 
Golden  Garden  Spider.  The  smaller 
the  vial,  the  more  convenient  it  is 
for  handling  and  storage.  It  is  well 
to  start  the  spiderlings  in  small  vials, 
transferring  to  larger  ones  when 
necessary. 

Fruitfly  (Drotophila)  cultures 
serve  as  a  convenient  and  easilv- 
maintained  food  source  for  the 
young  spiders.* 

By  Dr.  Harlev  P.  Btoavti 

Dept.  of  Zoology,  Vnitenitt   of  Idaho 
.Woscoar,  Idaho 


The  mode  of  feeding  the  spiderlings 
is  as  follows  (see  illiutration  at  be- 
ginning of  article)  : 

(1)  Shake  the  flies  to  the  bottom 
of  their  bottle,  remove  the  plug  or 
stopper,  and  quickly  place  over  the 
open  mouth  of  the  bottle  two  cards, 
one  on  top  of  the  other.  Near  the 
center  of  each  card  is  a  hole  about 
3  mm  in  diameter,  easily  made  with 
the  average  ptaper  punch. 

(2)  Remo\e  the  stopper  from  the 
spider  \ial  and  invert  the  vial  above 
the  hole  in  the  upper  card. 

(3)  Place  a  light  above  the  ^nal. 

(4)  Slide  the  cards  so  that  the  two 
holes  overlap,  allow  the  desired 
number  of  flies  to  climb  through, 
then  close  the  opening  bv  sliding 
one  of  the  cards.  The  flies,  attracted 
by  the  light,  ^*-ill  readily  dimb 
through  the  hole. 

(5)  Slide  the  spider  vial  to  the 
edge  of  the  card  and  reinsert  the 
stopper. 

.\  number  of  spiders  may  thus  be 
fed  consecutively  from  a  given  cul- 
tm^e.  but  the  culture  should  not  be 
too  hea\'ily  drained  of   its  popida- 

(C  O  N  T  I  \  f  E  D      ox       PACE       36) 


*Prmin»lii1i.  the  fnDdr  or  bait  gaat,  bit  Bnollf 
be  coOecud  zboot  gjitum  cans  or  graoi^  aora, 
vlHTe  «faL««it  frKA  ocean.  The  bnae  ttat 
datAf  apca  die  oav  veaoc  ptaocs  wttkk  fi  ■—  m 
(be  fmii.  .\  sapic  Bcthod  of  cnkariag  them  it 
2S  ioSkmn:  ma  a  fait  of  ov^Baxr  faaftjen'  vcast  ia 
water,  and  mk  a  peckd  lipe  *"■"—'  ia  Iha 
iaifaii<»  Ear  aboot  a  dir.  nace  aboat  S  gams 
(abaoM  an  aaace>  at  the  *"«*""  ia  a  hatf-ptat 
■A  bottle.  .VU  a  Coldal  piece  of  paper  toad  to 
wak  ap  exceH  laiaid  and  prereat  tbe  adak  fies 
Iram  dimmiiig.  laoodace  tbe  fies  aad  plac  bm- 
b  bat  Bot  loo  ligbtiT  witb  cotton.  Keep  at  tooai 
ttaiptijtuie.  oat  at  <Siea  oaiicbc.  A  mew  pcneT- 
atioa  jhoaU  appear  ia  aboat  a  mdL  »'-"'■ 
agar  or  com  aacal  aad  ■nbiw>  agar  Bar  be 
eiq>lo<<d  ai  nafia.  as  veil  as  otber  Emits.  For 
^Mae  eiboKate  ^^•fc'*'**  of  cahana^  fraitfiies, 
boesefies.  bloafics.  asd  otber  iasects,  tbe  leader 
a  lefened  lo:  CtUtmre  iletkads  lor  Imserttbnie 
Amimalt.  I9$T.  Br  J.  C.  Setdbtm  et  aL,  Ccm- 
WKk  Pabbsbiac  Co..  lacu.  Ilboo,  New  York. 


N  O  ^   E  M  B  E  R 


1  9  4 


Audio-Visual  Program 


OKMULGEE,  OKLA 


OKOA.MZATIO.X    OF  TIIK    AI'PltOAril    TO   TIIK   VIKI  AL    Kill  4  ATIO.X    I*K0<;KA>I 


TEX  YEARS  AGO  the  seven  elementar\  schools 
had  but  one  opaque  projector  and  one  flash- 
meter.  These  "floated"  irom  one  elementary 
school  to  another.  One  16mni  niotion-pictine  machine 
served  all  grade  schools.  A  limited  niunber  of  sets  of 
slides  for  certain  units  in  the  social  studies,  kept  in  the 
central  office  of  the  elementary  ciurirulum  super\isor. 
were  sent  to  teachers  upon  request. 

Two  thousand  children  attend  the  elementary 
schools  in  the  Okmulgee  system;  the  abo\e  listed  equip- 
ment was  hardly  adequate  for  the  five  white  schools 
and  the  two  colored  schools.  In  the  high  school,  with 
a  student  body  numbering  more  than  one  thousand,  a 
similar  situation  existed. 

Today  we  know  that  audio-visual  aids  are  vital 
instructional  devices  that  enrich  the  curriculum  and 
make  the  entire  educational  process  more  meaniiigfid 
to  each  pupil  in  the  public  schools. 

In  1946.  the  public  appro\ed  a  bond  issue  which 
included  the  pro\  ision  of  a  liberal  supply  of  equipment 
to  carry  forward  a  system-wide  program  of  audio-visual 
education.  Each  biulding  in  the  entire  system  will 
receive  a  complete  "unit"  of  audio-visual  aids.  Bv 
complete  unit  for  each  building  we  mean  a  set  of  equip- 
ment: one  o\erhcad  projector,  one  flashmeter,  one  16mm 
sound  motion-picture  projector  strictly  for  use  in  the 
grade  schools,  selected  new  sets  of  slides,  materials  for 
pupil-made  slides,  graplis,  charts,  maps,  flat  pictures. 
and  still  pictures.  In  addition,  a  visual  materials  and 
equipment  fund  is  being  set  aside  for  the  sole  purpose 
ot  future  purchases  of  materials  and  equipment  as  the 
needs  arise  in  the  schools. 

The  entire  list  of  suggested  audio-\  isual  aids  and 
equipment,  withoiu  exception,  was  j)iuchased,  and  we 
have  successfully  achieved  oiu"  aim— a  well  balanced  pro- 
gram of  audio-\  isual  aids  and  equipment  used  daily  and 
hourly  by  all  teachers  in  all  departments  in  our  system. 

A  centrally  located  audio-visual  office  where  all 
supplies  and  equipment  can  be  kept  while  not  in  use 
serves  the  grade  schools  in  the  entire  system.  The 
elementary  curriculimi  super\isor  maintains  this  office 
and  acts  as  the  distributor  of  the  various  aids  to  the 
grade  buildings  upon  request  of  the  teachers.  The  high 
school  has  a  similar  office  which  is  imder  the  direction 
of  the  coordinator  ot  the  audio-visual  education  pro- 
gram in  the  junior  and  senior  high  school— a  large  main 
office  with  ample  storage  space  in  an  adjoining  room 
constitutes  the  center  in  which  all  jMojectors,  screens, 
filmstrips,  slides,  and  other  equipment  arc  stored  while 
not  in  classroom  use.  A  system  of  cataloging  and  filing 
all  printed  matter  pertaining  to  the  various  aids  and 
procedines  for  operation  and  maintenance  of  equip- 
ment has  been  set  iqj,  and  the  siudent  stafl  works  under 


the  direct  siq^crvision  of  the  coordinator  of  audio-visual 
aids  and  is  given  unlimited  opportiuiity  to  aid  in  carry- 
ing oiu  the  de\elopment  of  the  school-wide  service  of 
the  audio-visual  education  departinent. 

Man\'  of  the  members  of  the  OkmiUgee  facultv 
attend  colleges  and  uni\ersities  all  over  the  nation  each 
siniiiiier  in  an  effort  to  learn  of  the  \er\  latest  develop- 
ments in  the  field  of  audio-visual  instruction.  As  an 
extra  incentive,  the  Board  of  Education  issues  bonus 
payments  to  those  members  of  the  faculty  who  make 
luorthwhile  contributions  to  the  curriculum  in  the  au- 


BOARD  OF  EDUCATION 


SUPERINTEIOEOT 
OP  SCHOOLS 


Seven  Elementary 
Schools  -  2000 


One  High  School 
1000 


AUDIO-VISUAL  COllLIITTEE 


CURRICUUM 
SUPERVISOR 


Organization 


DIRECTOR 

AUDIO-VISUA 

EDXATION 


The  audiS-visual  conmittee  includes  int-ei^ 
ested-teachers  from  each  school,  the  ele- 
mentary curriculum  supervisor  and  the  coor- 
dinator of  audio-visual  education.     The" 
committee  vorics  in  conjunction  Afith  the 
Visual  Education  Department  of  the  Univer- 
sity of  Oklahoma. 


_  Evaluate  and  list  films  that  are  to  be 
'  ordered  from  the  many  film  distribution 
-  centers. 

2,  Locate,  select  and  distribute  audio-visual 
infonttition,  catalogues  and  brochiires,  to 
heeds  of  subject  departments  vdth  sugges- 
tions as  to  v/liat  might  be  done  to  develop 
the  audio-visual  program  in  the  deparUnents. 

3.  Coordinate  suggestions  and  requests  from 
the  department  heads:  filmstrips,   slides, 
projectors,  films,  screens,  charts,  maps, 
globes,  and  various  other  audio-visual 
devices.  , 

Z».  Ccn^ils  and  submit  materials  and  equip- 
ment needed  to  the  principal,  the  super- 
intendent, and  to  the  members  of  the 
Board  of  Education  for  consideration. 

5.  Study  the  problems  of  classroom  use  of 
audio-visual  materials  and  equipment. 
Recomnend  a  plan  of  training  all  teachers 
and  interested  pupils  in  the  operation 
and  th«  care  of  equipnent. 


6.  Awaken  iirterest  in  developing  scl 
museuos.  Offer  guidance  in  buil< 
still-mounted  picture  libraries. 


7.  Continue  study  and  continue  reo- 
mendation  in  the  form  of  reculsi 
as  a  follow-up  program  develojrKr 
felt  necessary  if  Okmulgee  is  to 
its  place  as  a  school  system  con- 
ducting an  effective  audio-visiiai 
education  program, 

8.  Formulate  metnods  to  be  used  iJi  e 
ating  the  use  of  audio-visual  ai 
teaching.  Study  means  of  dji^jrc' 
during  current  semester  and  durii 
future  years. 

9.  Study  and  decide  upon  the  philoso 
of  audio-visual  unit  in  each  bull 
in  the  school  system. 


28 


SEE     AND     HEAR 


AS  REPORTED  BY  MERRILL  MtMILLAN 


dio-visiuil  jitld.  1  lu!)  tonn  of  rccogiiiiion  encourages 
faculty  members  to  seek  valuable  suggestions,  ideas,  and 
pointers  on  how  best  to  develop  our  audio-visual  aids 
program.  We  refuse  to  let  our  jirograni  become  a  static 
situation,  and  we  are  looking  ahead,  |)lanning  ahead, 
and  thinking  in  this  phase  of  oiu"  education  program. 
Most  encouraging  of  all,  the  citizens  of  OkmiUgee 
are  behind  the  program,  and  we  who  teach  are  being 
encoiuaged  to  see  this  phase  of  the  school  program 
through  to  genuine  success.  It  is  our  goal  to  prove  that 
modern  audio-\  isual  instruction  is  significant  education- 
al de\el()pment  anil  .i  suj)j)lement  to  practically  c\ery 
learning  situation  in  the  entire  school  system. 

A  teacher  audio-visuul  fjrograin  comniitlee  meets  xveekly  to  de- 
velop ideas,  make  glass  slides,  select  tiiateriats  and  work  on  museum 
materials. 


Students  do  a  major  portion  of  the  maintenance  and  operation 
of  the  audiovisual  aids  center  and  all  eijuiliment  and  tiids  stored 
there  lehile  not  in   use  bx  teachers. 


ElLiv\ 


The  uorkshop  instructor,  leith  student  aid  in  operating  tlie 
machine,  uses  opacjue  projection  for  testing  and  jamiliaritation  of 
shoj)  to(ds  and  equipment. 


Motion  Pictures  Teach  News  Writing 

By  Calvert   .\iulerson 

Extension   Editor  and   .Issistant    to   Director, 

Agriculture  Extension   Service,  State   College  of   Washington 

Pullman,  Washington 

RECENTLY  1  undertook  to  teach  news  writing  to 
adults  working  in  our  Extension  Service.  1  be- 
lie\ed  that  the  only  way  to  learn  news  writing  was  to 
wi  ite,  and  the  only  way  to  recognize  the  news  elements 
was  to  have  these  elements  presented  as  nearly  as 
possible  as  they  really  would  lake  place  and  then  dis- 
cuss writing  them. 

I  wanted  to  cm|)hasi/e  two  things:  tlie  value  of  the 
news  lead  and  thi'  (ad  that  almost  any  e\em  has  in 
it  a  number  of  news  elements  of  importance.  The 
most  desirable  thing,  of  course,  was  to  have  all  the 
group  writing  on  one  subject  so  that  the  discussion 
would  be  moie  or  less  unilorm  and  that  each  person 
could  criticize  his  own  effort  and  comjiare  it  with  the 
efforts  of  others.  Thai  also  meant  presenting  the 
material  to  the  jjcrsons  who  were  doing  the  writing 
\\ithoui  injecting  iiuo  it  any  ideas  as  to  its  relative 
importance,  \\liile  this  has  been  done  in  several  ways, 
I  sought  a  new  ajjproach. 

I  knew  that  visual  aids  could  lie  used  in  many 
ways,  so  I  took  m\  problem  to  Mr.  William  (.naedinger, 
head  of  the  Bureau  ol  X'isual  Teaching  ai  the  .State 
College  of  Washington.  After  looking  at  a  lumiber  of 
piciiuxs.  we  finallv  settled  on  portions  of  ilnee  Idms. 

Before  the  hlms  were  presented  in  class  we  discussed 
main  parts  of  a  news  story  and  did  some  practical 
writing  on  stories  developed  out  of  the  meeting  and 
from  facts  in  their  own  county.  Then  we  used  the  films 
to  supply  us  with  the  news  elements  out  of  which  to 
write  our  stories.  Ii  was  explained  to  the  group  that 
insofar  as  possible  they  were  to  assume  that  we  were 
not  looking  at  a  motion  pictuie.  biu  were  actuallv 
participating  in  the  event.  They  were  observers  at  the 
scene.  The  first  film  used  was  that  of  a  canning  dem- 
onstration, the  second  was  a  4-H  hlm^  which  served  to 
present  ancjther  type  of  Extension  .Service  activitv. 

The  RE.\  film.  Bol)  Marshall  Comes  Home,*  was 
used  as  the  final  jjortion  of  the  training  program,  since 
in  its  makeup  it  presented  in  flashbaclcs  many  situations 
which  were  behind  the  facts  being  presented  bv  the 
speaker  tcj  a  noiinal  groiij).  These  situations  could  not 
only  be  reflected  in  ilic  lead  ol  the  news  article  but 
could  also  be  used  as  subjects  or  at  least  tips  for  otiier 
stories. 

After  each  of  ilu'  films  had  ijeeii  ccjnipkled.  they 
were  thoroughly  discussed,  and  an  attempt  was  made 
to  list  all  the  possible  news  stories  and  types  of  news 
stories  that  were  contained  within  each.  The  group 
then  wrote  either  a  straight  news  lepori  of  the  film 
experience,  a  feature  story  of  the  film  content,  or  a 
news  column  of  the  type  that  might  appear  in  a  weekly 
paper  under  ilu'  (ount)   agent's  heading. 

I  felt  that  films  definitelv  were  responsible  for  the 
success  of  the-  meetings  on  news  writing.  To  write  r.ews 
stories,  fads  and  materials  are  necessary.  Tilnis  Mijjpiiccl 
both  in  a  controlled   situation. 


•  Bob    Marshall    V-omn.    Home.    BfeW..  22    min..    sound;    Source:    Rural 
Elcclrifiralion  .\d^1ini^t^atio^.  Depart,  of  .Agriculture,  Wasliington  25,  D.  C. 


29 


J^eir  lylaterials 

FILMS'SLIDES'RECOR DINGS 
AND    OTHER    AUDIO -VISUAL    AIDS 


MOTION  PICTURES 
(PRIMARY  &  INTERMEDIATE) 

Magic  Food-1  reel,  B&VV  §27.50; 
Color,  $67.50:  General  Piciures. 
Intermed;  Health. 

•  The  continuity  of  this  film  is  built 
around  Larry,  a  magician,  who  uses 
the  basic  foods  to  do  his  magic.  He 
has  a  different  magic  presentation 
for  each  food  group,  but  he  indi- 
cates that  food,  too,  is  "rather  magi- 
cal" as  "anything  which  makes 
people  well  and  happy  is  wonderful 
magic."  After  each  food  group  is 
(lisrusscil  correct  meals  are  depicted. 
Milk,  which  is  also  shown  in  the 
food  groups,  is  pictured  as  a  "be- 
tween meals"  foods,  and  the  impor- 
tance of  cod  fixer  oil  is  discussed. 

Live  Teddy  Bears- (11  min)  B&W 
Sound,  Sale,  $45.00;  Rental,  $2.50; 
EBF. 

Primary,  Intermed.  Grades;  Eng. 
Lan.  d-  Arts.  FAemen.  Sci.  &  Geog. 

•  A  delightful  film  featuring  Aus- 
tralia's little  bear-like  marsupial,  the 
Koala.  Produced  in  co-operation 
with  the  staff  of  the  Australian  Mu- 
seum in  Sidney,  Australia,  the  entire 
jiroduction  was  "shot"  on  the  sub- 
continent, sole  place  in  the  world 
xvhere  koalas  live  outside  of  captiv- 
ity. It  de])icts  how  the  strange  little 
animal  eats,  sleeps,  travels,  and 
where  it  lives. 

Let's  Play  Safe— 1  reel.  Color,  $75.00, 
Portafilms. 
Intermed,  Jr  HS;  Safety. 

•  The  subject  of  this  film  is  safely 
t)n  the  school  playground  and  one 
of  the  six  characters  is  "Giddy 
Goose."  .\nimaled  characters  are 
used  to  show  the  negative  side  of  the 
subject  without  lurid  details,  but 
children  do  the  acting  in  a  natural 
school  setting.  Six  cued  places  in 
the  film  show  the  teacher  where  the 
projector  may  be  stopped  for  group 
discussion.  A  set  of  six  color  "dec- 
afs" are  included,  which  can  be 
placed  around  the  plaxground  as  an 
on-the-spot   follow-up    on    the    film. 


SCIENCE  FILMS 

Atomic  Fury— Silent.  16mm,  100  ft.. 
Color,  $13.00:  B&W,  $3.50;  8mm, 
50  ft..  Color,  S6.50:  B&rW,  $1.75, 
World  in  Color  Productions. 
Jr,  Sr  HS,  Col,  Adult:  Soc.  Studies, 
Hist.,  Sci. 

•  ^Vith  the  cooperation  of  Army- 
Navy  Task  Force  I,  this  motion  pic- 
ture consists  of  a  complete  study  of 
atomic  bomb  explosions,  as  photo- 
graphed at  Bikini,  covering  both  the 
Able  and  Baker  tests  and  including 
the  awesome  underwater  explosions. 
The  film  is  composed  entirely  of 
explosion  sequences,  photographed 
from  every  possible  angle  showing 
their  peculiar  formations. 

Blood  Transfusion   1947- (17   min) 
B&VV  Sound,  Free  Loan,  BIS. 
Sr    HS,    College,    Adult;    Social 
Studies,  Biological  Sci.,  Physiology, 
Clubs. 

•  A  survey  of  blood  transfusion  and 
its  development  in  international 
medical  history  from  Landsteiner's 
discovery  of  the  four  blood  groups 
in  1901.  Shows  how  the  setting  up 
of  the  blood-donor  scheme  in  Brit- 
ain and  the  blood  bank  practice  in 
the  United  States  has  led  to  the 
establishment  of  similar  schemes  in 
other  countries.  The  film  is  suitable, 
for  adult  professional  and  lay  groups 
as  well  as  students. 

Development  of  the  Chick— (10  min) 
BR:\V  Sound,  $45.00,  UWF. 
Jr  Sr  HS,  College;  Biological  Sci., 
Embryology. 

•  Depicts  how  fertilized  eggs,  kept 
warm  by  the  hen,  hatch  into  chicks. 
Hour  by  hour  development  of  an 
embryo  is  clearly  shown  by  unusual 
photography.  The  chick  grows  into 
a  young  pullet  and  the  life  cycle  is 
readv  to  be  repeated. 

Immunization  —    (10   min)    B&VV' 
.Sound,  Sale,  $15.00;  Rental,  $2.50; 
EBF. 
Sr  HS,   College,  Adult;  Social 

Studies,  Biological  Sci.,  Physiology. 

•  Combines  animation  and  live  pho- 


tography to  pro\ide  an  understand- 
ing of  inmiunization  and  its  uses  in 
the  prevention  of  many  infectious 
diseases.  It  depicts  external  symp- 
toms of  disease  and  how  they  affect 
the  bloodstream;  and  explains  how 
Ijoth  acti\e  and  passive  immunity 
aie  achieved.  The  preparation  of 
\accines  for  many  diseases  is  shown 
step  by  step,  with  demonstrations  of 
the  use  of  each  xaccine.  Production 
was  supervised  by  Dr.  Michael  Hei- 
delbciger.  Dr.  Vale  Kneeland,  Jr., 
and  Dr.  Harry  M.  Rose— all  on  the 
staff  of  Columbia  University's  Col- 
lege of  Physicians  and  Surgeons. 

MUSIC  FILMS 

Columbia  Concerts  Inc.,  Artists  Se- 
ries—(3  series— total  of  12  films) 
B&W,  Sound,  .^pply  for  Price. 
Pictorial. 

/)■  .S)   HS,  College,  Adult;  Music, 
Music  Appreciation,  Clubs, 

•  The  first  series  in  this  fine  music 
group  consists  of  6  films,  each  fea- 
turing a  well  known  artist  in  selec- 
tions from  the  great  masters.  Titles: 
John  Sebastian— J'irtuoso  Harmoni- 
ca; Sascha  Gorodnitzki— Pianist;  Wil- 
liam Primrose— Viola;  Vera  Appleton 
d-  Michael  Field— Duo  Pianists;  Ken- 
neth Spence  —  Baritone  Basso;  and 
Carol  Glenn— Violin.  Second  series 
features  the  Metropolitan  String 
Quartet  in  3  films,  titled:  Schubert 
Program.  Mozart  Program,  and  Folk 
Song  Program.  Third  series  features 
a  three  piano  ensemble,  led  by  Paolo 
Gallico,  in  a  set  of  three  films  titled: 
Waltz  Album:  Schubert  Piano  Al- 
bum: and  Slavic  Masters  Album. 

SOCIAL  STUDIES 

English  Criminal  Justice—  (22  min) 
B&V\'  Sound,  Free  Loan,  BIS. 
Sr  HS,  College,  Adult;  Sociology, 
Social  Studies,  Law. 

•  .\  film  explaining  criminal  court 
procedure  in  England,  showing  the 
\arious  types  of  courts  and  some- 
thing of  their  work.  Cases  presented 
range  from  a  simple  petty  sessions 
case  to  a  murder  trial  at  Old  Bailey. 
The  procedure  following  both  "Guil- 
ty" and  "Not  Guilt)"  \erdicts  are 
also  shown. 

Old  Missions  of  California  —  (18 
min.)  §2.00,  C:harles  R.  Dorety 
Productions. 

Jr,  Sr  HS,  Col,  Adult;  Hist,  Clubs. 
'  This  film  re\eals  the  story  of  Fra 
[unipere  Sena  who  began  the  chain 

(CONTINUED     ON     PACE     36) 


30 


SEE     AND     HEAR 


IVfow  Ready  For  Use  in  Your  Cninmunity! 

Julien  Bryan's  \e\\  Ducumentary 
IBVIM  Films  iin 


Students  of  international 
affairs  believe  that  TO- 
DAY ITALY  IS  ONE  OF 
THE  IMPORTANT  TROUBLE 
SPOTS  OF  THE  WORLD 
and  that  during  coming 
months  public  attention 
will  be  focused  on  ITALY. 


ITALY 

The.^e  films  have  just  been  completed 
from  footage  shot  by  Julien  Bryan  and 
his  crews  in  Italy  last  winter.  They  are 

now  available  in  16nim.  (also  in  .35mm. ) 
black  and  white,  sound  films. 


These  subjects  may  be 
PURCHASED  through 
your  VISUAL  EDUCATION 
DEALER  or  from  the  In- 
ternational Film  Founda- 
tion. 

They  may  be  rented 
from  your  FILM  RENTAL 
LIBRARY. 

Place   your   order   now. 


"An  Italian 
Family 
Comes  Home" 


ITALY  REBUILDS 


ITAL^  REEL  ILDS  is  a  dynamic  documentary,  valuable 
not  only  in  a  historical  sense  as  a  record  of  UNNRA's 
contributions  but  valuable  also  for  the  portrayal  it  gives 
of  an  Italian  family  and  the  evidence  of  courage  dis- 
played by  thousands  of  Italian  families  like  the 
Montinelli's  in  rebuilding  their  homes,  their  communi- 
ties, their  nation. 

Twenty  minutes      Sales  price.  SI 00.00* 

"^  Sculptor 
at  tcork" 


ARTISANS  DF  FLORENCE 


In  ARTISANS  OF  FLORENCE,  the  famous  Institute  of 
Art  furnishes  tlie  setting  for  a  film  which  shows  many 
phases  of  Italian  art  and  handicrafts;  ceramics,  drawing, 
sculpture,  leather  tooling,  silver  hammering,  and  jewelry 
design.  An  insight  is  provided  into  Italian  home  life  and 
agriculture,  and  the  film  closes  with  a  "Festa  dell  'uva," 
the  Feast  of  the  Grapes. 
Twenty  minutes  Sales  price.  SIOO.OO* 


"Loai'es  of  Italian 
bread  readied 
tor  oven" 


HREAD  AIVD  WIHE 


BREAD  AND  WINE  deals  with  Italian  agriculture  and 
the  "mezzadria"  system  of  Italian  fanning.  It  shows 
the  harvest  of  grapes,  the  cultivation  of  crops,  the  mak- 
ing of  bread,  the  routine  life  of  the  fanners  and  their 
proprietor,  and  an  evening  meal.  Like  other  Bryan 
productions,  it  stresses  people  and  furnishes  an  excellent 
background  for  the  study  of  the  economic  and  social 
structure  of  modern  Italy. 
Sixteen  minutes  Sales  price.  S80.00* 

•  All    price*    ^ubjprl    to    ItK^    eduralional    di»<"nunt. 


IIVTERIVATIDIVAL  FILM  FDUMDATIDIV,  IIVC. 


1600  Broadwav 


Juben  Brvan,  Executive  Director 


New  York  19,  N.  V. 


NOVEMBER 


19  4  7 


31 


TRAINING  YOU 
TO  TRAIN  YOUR  DOG 

The  Accepted  Method 
of  Obedience  Training 

BASED    ON    THE    BOOK    OF    THE    SAME    TITLE    BY 
BLANCHE    SAUNDERS 

PUPPY 

TROUBLE 

—  20  Minutes 

Helen  Hayei  & 

Lowell  Thomas, 

Narrolon 


BASIC 

OBEDIENCE 

INSTRUCTION 

—  33  Minutes 

Lowell  Thomoi, 
Norrolor 


ADVANCED 
OBEDIENCE 
INSTRUCTION 

—  27  Minutes 

Lowell   Thomas, 
Narrator 


Three   16mm  Sound  Films  in  Color  or 
Black  and  White 

Blanche  Saunders,  Director; 
louite  Branch,   Producer  i  Photographer 


United  Specialists,  Inc. 

America' i   Foremost   Producer  of   Dog   Films 

PAWLING    •    NEW    YORK 


Red  Wagon  "1 


The  dramatic  life  story  til 
Stave  Swift  shows  how  an 
enterprising  Cape  Cod  farm 
bo5"  helped  build  an  indus- 
try' that  today  serves  the  en- 
tire nation! 


Showing  the  School 


ReJ  Wagon  pictures  authen- 
tically reproduced  scenes  ot 
19th  century  Americana. 
You  11  see,  in  beautiful  col- 
or, early  railroads,  grejt 
herds  of  cattle  roaming  the 
Western  plains,  cowboys 
singing  around  their  camp- 
fire,  the  early  telegraph,  and 
the  financial  panic  of  '93! 
To  reserve  Red  Wagon 
for  your  school,  church  or 
club,  write: 

RED   WAGON 

Swif:  &  Company 

Public  Rcl,icion5  Department 

Chicago  9,  111. 

16  mm.  Sound  Color— 45  minutes 
Dismbuicd  tiee  oo  request 


(CONTINUED      FROM      PACE       16) 

uable.  Principals  cooperated  by 
adjusting  programs,  holding  over 
classes  when  necessary,  and  even 
occasionallv  releasing  members  of 
the  production  crew  from  classroom 
duty.  Perhaps  most  appreciation  is 
due  to  the  young  "actors"  who  re- 
hearsed several  times  to  help  the 
crew  get  the  lighting,  distance,  and 
inning  just  right. 

Although  none  of  the  committees 
adopted  a  theme  or  wrote  a  formal 
script  before  taking  the  movies,  each 
made  an  outline  and  sequence  of 
shots  for  every  activity  with  the  co- 
operation of  the  teacher.  Each  com- 
mittee has  been  guided,  moreover, 
by  the  published  educational  phil- 
osophy of  the  Madison  public 
schools. 

Members  of  each  committee  wrote 
the  scripts  for  the  completed  movies 
from  background  information  sup- 
plied by  the  teachers.  To  synchro- 
nize the  reading  time  with  the  pro- 
jection time  of  each  shot,  the  writers 
spent  man\  hours  cutting  and  re- 
writing the  scripts. 

Although  some  of  the  activities 
and  retakes  were  filmed  after  classes, 
most  of  the  shots  were  taken  during 
school  time.  To  take  the  movies 
dining  the  regular  class  period  meant 
ha\ing  the  production  crew  on  the 
spot  and  ready  when  the  class  was 
tailed,  particularly  in  the  junior 
high  school  where  the  work  is  large- 
1\  de|)artmentalized. 

Production  work  on  the  movies 
differed.  The  director  of  public  re- 
lations for  the  state  WPA  office 
filmed  the  junior  high  school  inovie 
with  VVT.\  equipment,  .\nother 
worker  from  that  office  filmed  the 
lilies,  which  had  been  lettered  and 
illustrated  by  three  junior  high 
school  art  teachers. 

With  the  exception  of  seasonal 
shots,  the  filming  of  the  junior  high 
sthool  movie  was  done  within  a 
week.  Since  the  shooting  program 
was  organized  with  economy  of  time 
and  effort  in  mind,  most  of  the  films 
from  one  building  were  on  the  same 
reel.  This  necessitated  a  great 
amount  of  cutting  and  splicing  to 
arrange  the  movie  in  logical  order. 
.Shooting  the  elementary  school 
mo\ie  was  more  leisurely  since  staff 
members  made  up  the  entire  pro- 
ductitm  crew  and  since  the  equip 


nient  belonged  to  the  Board  of  Edu- 
cation and  thus  was  available  at  all 
times.  Cameramen  included  the 
chairman  of  the  committee  who  was 
also  an  elementary  school  principal, 
and  a  junior  high  school  teacher. 
Both  had  amateur  experience. 

Equipment  for  this  movie  included 
a  magazine-load  camera  for  50-foot 
reels  of  film,  a  tripod,  a  lightmeter, 
six  No.  2  photoHood  lights  with  re- 
flectors and  two  standards,  a  roll 
tapemeasure,  two  extension  cords 
about  50  feet  long,  and  two  about 
.SO  feet.  The  Board  of  Education 
purchased  this  equipment  at  the 
request  of  the  public  relations  com- 
mittee. 

Eiliting  the  elementary  school 
mo\ie  was  simplified  somewhat 
through  the  use  of  the  magazine- 
load  camera.  The  activities  were 
arranged  in  grade  sequence,  the 
movie  opening  with  kindergarten 
children  taking  off  their  wraps  and 
closing  with  patrol  bovs  helping 
little  folks  across  the  street. 

An  art  teacher  lettered  the  titles 
for  the  elementary  school  movie  and 
the  Bureau  of  Visual  Instruction  of 
the  University  of  AVisconsin  filmed 
them. 

Production  difficulties  for  both 
movies  were  few.  The  greatest  single 
problem  in  shooting  the  films  was 
the  blowing  of  fuses,  particidarly  in 
the  old  buildings,  and  the  conse- 
quent loss  of  time.  The  production 
crew  attempted  to  use  outlets  on 
different  amperes  for  each  set  of 
lights,  but  being  unfamiliar  wiih  the 
wiring  sometimes  made  errors. 

In  one  of  the  most  difficult  light- 
ing problems,  the  electrician  for  the 
Board  of  Education  assisted  the  pro- 
duction crew.  For  gymnasium  pic- 
tures, the  committees  chose  the  light- 
est g)m  and  used  da\light  film  and 
blue  photofloods. 

The  production  crew  for  the  ele- 
nientar\  mo\ie  in  particular  consis- 
tently used  the  tripod,  lightmeter, 
and  tape  measure.  Although  not 
Holhwood  productions,  both  movies 
are  good  amateur  pictures. 

"Opening  nights"  for  the  movies 
were  annual  dinners  of  the  Madison 
Education  .Association  which  had  as 
guests  meinbers  of  the  Board  of 
Education. 

*         *         * 

♦  .\  Holiday  Suggestion:  Give  SEE 
K:  HE.\R  for  Christmas.  One  vear, 
53.00:  two  vears,  S5.00. 


32 


SEE    AND     HEAR 


NEW  SOUND  SUDSFtLM  UNIT.' 


You  owe  it  to  your  audience  and  your  budget  to  see  this 
new  sound  slidefilm  unit. 

If  your  program  is  training,  selling  or  teaching,  this 
new  compact  equipment  is  designed  to  give  maximum 
performance  with  more  light  on  the  screen,  less  heat, 
higher  quality  sound  than  any  machine  available  today. 

Check  the  following  features  with  your  requirements: 

Light  weight,  22  pounds— latest  improved  Viewlex 
projector— plays  16  inch  records— turntable  speeds  of  78 
and  33-1  3  RPM— microphone  attachment— push  button 
control  from  any  distance  —  "film  protecting"  frame 
change— lens  easily  accessible  for  cleaning— available  with 


This   equipment    is   manufactured   especially 
for    Automatic     Projection    Corporation     by: 

SYLVANIA   ELECTRIC   PRODUCTS  INC. 

ELECTRONICS  DIVISION 


2  or  5  inch  lens— slotted  film  can  for  5  second  threading— 
patented  rapid  frame  changer  with  no  damage  to  film- 
projects  35mm  slidefilms  or  2  X  2  slides— new  one  ounce 
pickup  arm— highest  quality  loud  speaker— national  net- 
work of  service  offices.  The  case  is  smart  and  modern  in 
design— the  whole  unit  is  not  much  larger  than  a  portable 
typewriter. 


AUTOMATIC— This  new  Soundview 
is  equipped  with  the  special  auto- 
matic feature  allowing  the  machine 
to  operate  itself — no  operator  and  no 
audible  signal  on  the  record. 

Ask  your  dealer  for  a  demonstra- 
tion or  write  to: 


SOUNDVIEW 


A  Product  of  Aulomotic  Projectjon  Corporation 

131    WEST   52nd    ST.,   NEW  YORK   19,  N.  Y. 


NOVEMBER 


19  4  7 


33 


TALKING  BACK  TO  A  FILM 


(CO  N  1    I   N   I     F  D 

the  group  could  anive,  and  ilicy 
should  have  a  chance  to  plan  how 
much  material  they  will  be  al)le  to 
use. 

Arran'^r  for  publicity:  A  hhii  loruiii 
cannot  succeed  without  an  audience. 
Manv  lorunis  have  failed  because 
ol  |)oor  jjublicity.  The  following 
suggestions  may  pro\  ide  ideas  for 
the  forum  committee: 

1.  i'nr  members  only. 

II  \our  meeting  is  for  your  mem- 
bers only,  your  publicity  problem  is 
relatively  simple.  But  e\en  here, 
a  well  publicized  program  will  i)a\ 
rich  dividends.  Man\  groups  ha\e 
mimeographed  or  printed  an- 
noimcements  which  are  sent  out  be- 
fore each  meeting.  Committees 
which  telephone  all  members  have 
proved   very  effective. 

2.  I'or  the  general  public. 

I'm  the  responsibility  for  ade- 
(|uatc  publicity  into  the  hands  of  a 
lompcient  committee.  It  can  then 
ilivide  its  work  into  such  divisions 
as  club  memberships,  newspapers, 
radio,  library,  posters  and  leallets, 
and  other  groups. 

a.  Members— Contact  club  mem- 
bers as  above. 

b.  Newspapers— Newspapers  are 
usually  willing  to  give  free  space  to 
announce  worthwhile  community 
meetings. 

c.  Radio— Local  radio  stations 
are  easily  induced  to  give  spot  an- 
noimccments  of  the  meeting  be- 
t Willi  piograms,  dining  local  news- 
casts. 

d.  Library  Exhibit— Special  book, 
and  pamphlet  displays,  posters,  col- 
ifition  of  art,  of  handicraft  objects, 
and  mimeographed  lists  of  available 
books  and  pamphlets  are  some  of 
the  contributions  your  ])iibli(  li- 
brary will  be  glad  to  make  toward 
the  success  of  your  program. 

e.  Posters  and  Leaflets  —  Art 
classes  in  schools  or  connminity 
centers  are  often  willing  to  make 
posters  and  leaflets  for  worthwhile 
commuinty  affairs.  These  can  be 
placed  in  store  windows,  cfiurchcs, 
and  other  places  where  they  will  be 
seen  by  many  people. 

f.  S])onsoring  Groups  —  Groups, 
such  as  libiaries  or  P.T.A.'s.  find  it 
])i()(itablc   to  enlist   the  cooperation 


h  R  O  M    PAGE     14) 

ot  well-known  community  organiza- 
tions in  co-sponsoring  certain  of 
their  meetings.  This  insures  a  bet- 
ter  publicitx    and   attendance. 

]  o  follow  through  on  e\en  some 
of  these  various  suggestions  may 
sound  like  considerable  work  to 
many  program  chairman.  However, 
these  promotional  techniijiies  do 
\vork— and  a  well  attended  success- 
liil  meeting  is  a  satisfying  reward 
lor  all   the  work   that  goes  into  it. 

Conducting  the  Film  Forum 

Schedule  space 
and  equipment. 
Schedule  well  in 
advance  the  room 
to    be    used     for 


•< 

a. — : 

1 

pro]ection,  a  pro- 
jector and  screen,  and  a  competent 
l^rojectionist.  If  you  are  using  a  large 
hall,  a  public  address  system  may  be 
needed  for  the  discussion  period. 
Physical  Considerations:  Projector 
operation,  screen  position,  room 
darkening,  ventilation,  acoustics, 
and  seating  are  all  factors  which 
must  be  considered  in  any  film 
forum  presentation.  The  projec- 
tion equipment  should  be  set  up  and 
tested  with  the  film  to  be  used, 
prior  to  the  meeting. 

Seating  is  an  important  considera- 
tion. The  chairs  should  be  ar- 
ranged in  such  a  manner  that  each 
person  in  the  audience  has  a  good 
view  of  the  screen.  The  projector 
|)ower  source  and  the  room  lights 
should  be  on  separate  circuits.  A 
dark  room  enables  better  projection, 
but  ventilation  should  never  be 
sacrificed  for  the  sake  of  securing 
total  darkness.  Details  of  rewind- 
ing film  and  dismantling  equipment 
should  be  held  over  until  after  the 
termination  of  the  meeting. 
Develop  an  atmosphere  conducive 
to   discussion: 

It  is  the  chair- 
man's job,  as  host, 
to  see  that  all  new 
m  embers  and 
visitors  are  intro- 
duced and  feel  at 
home.  It  is  much 
easier  to  break 
down  that  formal  barrier  to  a  free 
exchange  of  opinions  and  ideas  early 
in  the  meeting  than  it  will  be  when 


discussion  is  asked  for  later.  These 
few  minutes  before  "the  meeting 
will  please  come  to  order"  can  also 
l)e  used  to  good  advantage  by  en- 
couraging those  present  to  examine 
whatever  pamphlets,  graphs,  ma])S, 
oi  handicraft  objects  have  been  as- 
sembled. 
Get  the  program  started  on  time: 

If  your  meeting- 
was  annoiniced  to 
start  at  7:45,  start 
at  7:45.  If  the 
latecomers  find 
you  have  already 
started  chances  are  good  that  thev 
will  be  on  time  at  the  next  meeting. 
It  is  a  mistake  to  plan  a  program 
that  is  too  crowded  for  the  time  al- 
lowed. 
Introduce  the  topic  and  film: 

Gencralh     speak- 

ting.  the  chairman 
]jl         or     discussion 
\fr  leader     should 

spend    not    more 
than  five  minutes 


in  introducing  the  subject,  impress- 
ing the  audience  with  the  topic's 
importance,  and  relating  tlie  topic  to 
a  felt  need  of  the  community. 

The  chairman  should  then  intro- 
duce the  film,  raise  questions  on 
which  the  film  will  shed  some  light, 
and  ask  the  group  to  watch  for  the 
important  issues  brought  out  in  the 
picture. 

The  group  will  then  be  ready  to 
see    the    film   and   get    from    it    the 
contribution    that     it     can    so    well 
make  to  a  film  forum. 
Sliow  the  film: 

Strive  for  a 
smooth  perform- 
ance, with  a  mini- 
nmm  of  distrac- 
tion and  a  maxi- 
hunn  of  show- 
manship. 

'  ti  J    ^  Ii'^'  "  P  *-'  1' ''  '  o  r 
should  have  the  equipment  set  up, 
tested,    focused,    and    ready    to    go 
well  before  the  meeting  starts. 
Introduce  the  panel: 

\Vhen  the  lights  go  on  again,  the 
[janel  members  shoidil  quickly  as- 
semble at  their  appointed  places 
and  be  introduced  by  the  discussion 
leader,  not  just  by  name,  but  by  a 
reference  to  the  special  qualifica- 
tions which  have  given  them  the 
(continued     on     p  .a  g  e     35) 


34 


SEE     AND     HEAR 


''Projected  Visual 

^ids  in  tke 

Ckurcr 

by  WiUiain  S.  Iloikmtni 


83.75 


An  outstanding  authoritv.  for 
twenty  vears  Director  of  Reli- 
gious Education  in  the  Lake- 
wood  (Ohio)  Preshyterian 
Church,  presents  the  results  of 
his  experiments  in  the  use  of 
projected  visual  aids  in  wor- 
ship and  preaching  services, 
film  forums  and  curriculum 
enrichment.  It  points  the  wav 
to  the  more  effective  use  of 
this  vivid  new  teaching  tech- 
nique. 

The  scope  and  value  of  the 
book  can  be  gained  bv  iilanc- 
ing  through  a  partial  list  of 
subjects  treated  in  its  pages, 
as  sho^vn  below: 

Uniqueness  of  the  Visual  Aid 

Levels  of  Function 

Role  of  the  Teacher  and  Principles  for  the  Teacher 

Picture  Focused  Worship 

The  Film  Forum  Technique 

Films  for  Discussion 

The  Principles  of  Utilization 

How  to  Choose  Films  and  Slides 

Physical  Factors  in  Audio-Visual  Programs 

Screen  Size  in  Relation  to  Rooms  and  Audiences 

A  Functional  Analysis  of  Projection  Equipment 


THE 
PILGRIM 


PRESS 


right  to  make  the  first  contributions 

;c>  I  he  group's  thinking. 

Alter  introductions,  each  member 
of  the  panel  should  be  allotted  a  lew 
niiniues  to  coniniciu  on  the  issika 
raised  by  the  fdm. 

Open  the  general  discussion: 

F'ollowing  the  indi\iclual  prescii 
lation,  allow  a  few  minutes  tor  d\\ 
cussion  among  the  panel  members. 
.•\t  a  logical  point  in  the  panel  di-, 
cussion,  (all  lor  participation  b\  ilu 
entire  group.  Encourage  llic  mem 
hers  of  the  audience  to  break  in  ;ii 
aM\  point  (lining  the  presentation 
of  the  panel  where  further  (iiustion 
or  comment  seems  desirable. 

The  leader  may  find  that  main 
people  hesitate  to  express  them 
selves.  If  he  can  get  people  to  re 
])ort  what  others  are  saying  or 
thinking,  however,  and  change  the 
subject  from  the  first  person  singu- 
lar to  the  third  person  plural,  he 
Avill  ha\c  reino\ecl  many  of  the  in- 
hibitions which  keep  people  from 
talking. 

Encourage  group  action: 

If  a  film  forum  is  to  have  an\ 
meaning  the  discussion  jjeriwl 
should  lead  toward  definite  action. 
.\  discussion  leader  who  is  "'on  his 
toes"  will  constantly  attempt  to 
point  up  agreements  and  draw  con- 
clusions. When  he  senses  the  time 
is  ripe,  he  should  encourage  the 
group  to  suggest  follow-up  acti\itics. 
.Action  may  take  the  following 
forms: 

a.  De\elop  a  group  study  program 
designed  to  explore  more  fully  the 
issues   raised. 

b.  Puljlicize  the  findings  of  the 
group. 

c.  Instigate  a  definite  campaign  to 
correct  certain  coiiiniuiiit\  malad- 
justments. 

d.  Encourage  the  members  to  par- 
ticipate in  other  worthwhile  com- 
munity programs. 

Close  the  meting: 

If  the  timetable  has  been  fol- 
lowed, there  will  be  a  period  for 
sinnmary  and  conclusions.  The 
leader  sunmiarizes,  or  he  may  find 
it  worthwhile  to  appoint  one  of  the  ! 
members  to  take  notes  during  the 
discussion  from  which  he  can  sum- 
marize the  points  made.  .\  skillful 
summary  may  develop  a  desire  on 
the  part  of  the  group  for  continued 
study   and   discussion. 


DeVRY    ^Ql 

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Speaker  and  Screen  —  All-in-One 
—  Small,  compact  case  weighing 
less  than  31  lbs.  Today's 
greatest  projector  value. 


$325 


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portable     motion     picture  equipment     is     born     a     new 

champion  —  the     DcVRY  "BANTAM"     16mm.     sound- 
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n"  high.  .  .  LIGHTNESS:  Weighs  less  than  31  lb-*., 
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SIMPLICITY:  In  desinn.  merlianism  and  operation.  Set- 
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the  inexperienced.  TOP  QUALITY:  Precision  built  from 
finest  materials  with  all  f>f  DeVRY'S  time-tested  mechan- 
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meni«  added.  .  .  .  UNEXCELLED  PERFORMANCE: 
Perfect  blending  of  brilliant  flickcrle?"-  jii'turc'^  with  irue- 
to-life  sound.  .  .  Adequate  illumination  (7.30-tOOO  Watts) 
for  projecting  brilliant  pictures  in  auditoriums.  Matte, 
white  screen  fabric  inside  demountable  door  ideal  for 
TABLE  TOP  .howings.  .  .  .  LOW  PRICE:  BANTAM  in 
•tingle  case  is  priced  complete  at  only  $325.00.  Manufac- 
turing refinements,  plus  mass  production  economies,  have 
resulted  in  substantial  saving!*  that  are  pao^-ed  on  to  you. 
DeVry  Corporation,  1111  Armitage  Avenue.  Chicago  14, 
lllinni^. 


DeVRY   Corporation 
lilt     Armitage    Avenue 
Chicago   14,   Illinois 


SHJ-D12 


Send    me    without   obligation,    latest    information 
on    DeVRY      BANTAM." 

Nome 


SPEC/AUSrS  \N  MOTION  PICTURB  EOUIPMBNT  SINCE  1913 


NOVEMBER 


19  4  7 


35 


On  Rearing  Spiders: 

(CONTINLED      FROM      PAGE      27) 

tion.  since  the  fly  "birih  rate"  should 
be  lairlv  well  niainiained.  The  pop- 
ulation density  of  a  culture  is  an 
obvious  index  of  the  number  of  flics 
it  can  afford  to  lose  each  dav. 

As  shown  in  the  illustration,  tiic 
cork  stopper  from  ilic  spider  vial 
may  be  "watered"  while  the  fruitdies 
are  being  admitted  to  the  vial.  A 
small  pat  of  ct)iton  soaked  with 
water  and  kept  at  hand  in  a  shallow 
dish  provides  a  convenient  "water- 
ing'trough."  This  regular  supply  of 
moisture  seems  appreciated  by  the 
spiders,  which  usually  soon  learn  to 
go  to  the  cork  for  a  drink  as  soon 
as  the  cork  is  replaced  in  the  mouth 
of  the  vial.  Ordinarily  they  take  their 
drink  iK-fore  attempting  to  ensnare 
anv  flies. 

The  numbered  vials  may  be  kept 
in  racks  or  vial  boards,  and  shoidd 
be  kept  at  moderate  temperatine, 
out  of  direct  sunlight.  A  spider  can 
usually  survive  for  months  upon  one 
hearty  feeding,  but  it  cannot,  of 
course,  continue  its  normal  growth 
without  more  or  less  regular  meals. 


Fruiiliies  are  mere  appetizers  to 
large  siiidcrs.  Other  flies  may  be 
employed  in  the  same  manner  as 
here  described.  One  may  vary  the 
diet  with  various  insects  as  they  be- 
come asailable.  Such  capable  crea- 
tures as  cockroaches,  if  placed  in 
spider  vials,  may  upset  matters  bv 
dining  upon  the  spiders. 

just  a  hint  about  watering  spiders: 
see  that  the  corks  used  are  reason- 
ably clean.  I  once  foolishly  used  a 
cork  which  had  been  exposed  long 
before  to  Bouins  fixative  solution. 
As  a  rcsidt.  mv  fust  mature  gentle- 
man Black  Widow  met  a  cruel  death 
after  trustingly  sipping  from  the 
watered  cork.  He  was  my  best-trained 
spider  —  alasl  Vou  can  avert  such 
tragedy. 

Following  these  simple  directions 
any  teacher  may  raise  spiders  in  most 
anv  classroom  situation  for  leisinal 

and  informative  study. 

*      *      * 

♦  800  sport,  recreation  and  athletic 
films  are  reviewed  and  sources  given 
in  the  new  Sports  Film  Guide  now 
available.  Send  50c  in  stamps  or 
coin  to  Sports  Film  Guide,  812  N. 
Dearborn,  Chicago   10. 


FRITH    FILMS   Presents 

OUR  TEACHER,  MARY  DEAN 

NO.  354,  790  FT.,  COLOR,  SOUND,  22  MINUTES,  PRICE  $130.00 

The  film  was  made  at  the  request  and  with  the  cooperation  of  the  two 
honorary  educational  fraternities  PHI  DELTA  KAPPA  and  PI  LAMBDA 
THETA   to  meet  the  need   for  a  strong,   appealing  film  on  teaching. 

Mary  Dean  feels  the  challenge  and  thrill  of  work  with  children 
and  the  film  vividly  expresses  the  joy  a  fine  teacher  feels  in  her  work. 
Mary  has  that  quality  in  everything  she  says  and  does  that  brings 
out  the  desire  to  learn  in  a  pupil.  The  film  concerns  children  and  has 
the  charm  of  children.  The  story  is  interesting  and  delightful  as  it 
shows  Mary's  life  at  school,  at  home  and  with  her  friends. 

The  film  was  produced  for  three  educational  levels. 


frith 
films 

BOX    565 
HOLLYWOOD,   CALIF. 


1.  A  FILM  FOR  ELEMENTARY  AND  JUNIOR  HIGH 

The   film   it  about  children  ond  on  excellent  film   for  children.    If  encourages   in 
children  on  understanding  of  their  teacher  ond  their  school. 

2.  A  VOCATIONAL  GUIDANCE  FILM  FOR  SENIOR  HIGH 
AND  COLLEGE 


The    film    present! 


life    of    an    attractive,    outstanding    teacher    and    gives    her 


relationship  with  her  pupils,   her  admintstrators,   her  friends  and  the  cammunily, 

3.  A  FILM  FOR  UNIVERSITIES,  TEACHER  TRAINING  IN- 
STITUTIONS AND  IN-SERVICE  TRAINING  FOR  TEACH- 
ERS 

The  film  presents  many  teaching  situations  in  a  doss  room,  on  the  playground 
and  on  o  field  trip.  It  shows  acceptable  methods  and  procedures  in  the  elemen- 
tory  school  and  excels  in  showing  how  o  teacher  con  interest  children, 
challenge  their  thinking,  provide  worthwhile  experiences  ond  guide  them.  It  is 
voluoble  OS  a  study  in  child  behovior,  child  psychology,  etc. 


WE  DO  NOT  RENT  AND  CANNOT  LOAN  THIS  FILM 


New  A-V  Materials: 

(continued  from  page  30) 
of  missions  that  is  found  in  Cali- 
fornia along  what  was  the  King's 
High  wax,  which  grew  from  old  In- 
dian trails,  and  which  is  todav  U.S. 
Highway  101.  The  film  is  a  tour  of 
these  missions  with  narration  sup- 
plying historical  data  and  wea\ing 
points  of  interest  into  a  good  con- 
tinuity. 
California  Cling  Peaches— (20  min.) 

Soinid.   Color.   Free  Loan.   W.   E. 

Hockey. 

Jr  Sr  HS,  College,  Adult;  Home 

Econ.,  Nutrition,  Cooking  Classes. 

•  Produced  by  W .  A.  Palmer  &  Co., 
for  Cling  Peach  Ad\  isory  Board  of 
Cialilornia  in  collaboration  with  Cal- 
ifornia Food  Research  Institute,  the 
film  opens  with  scenes  of  California's 
famous  cling  peach  orchards.  Mod- 
ern canning  and  processing  methods 
are  fully  explained.  Concluding  ten 
minutes  is  devoted  to  a  visual  dem- 
onstration of  cling  peach  food  com- 
binations and  recipes.  Folders  con- 
taining featured  recipes  accompany 
film  if  requested. 

SPORTS  FILMS 

Football  Instruction  Series— (4  films) 

Sound,    B&W   and   Color.    .Apply 

for  Price.    Gallagher. 

/)■  Sr  HS,  College,  Adult;  Phy.  Ed., 

Health,  Sports. 

Combines  slow-motion  scenes  of 
actual  collegiate  and  professional 
games  with  animated  charts  and 
diagrams  to  provide  instruction  in 
many  of  the  fundamentals  of  the 
game.  Titles:  The  T  Formation 
(Part  \-Basic  T  Plays;  Part  2-Open 
T  Plays:  sound-color):  Defensive 
Football  (B&W-sound);  Offensive 
Football    (B&W-sound). 

Football  Champions  in  Action  Series 

(7  films) ;  B&W  &  Color,  Sound 
k  Silent.  Apply  for  Price.  Gal- 
lagher. 

Intermed,  Jr  Sr  HS,  College, 
Adult;  Phy.   Ed.,  Health,  Sports. 

•  Close-ups  and  different  angle  shots 
of  both  professional  and  collegiate 
teams  in  action  in  real  games.  Ex- 
cellent for  team  training  and  gen- 
eral entertainment.  Titles:  Packer 
Hi-Lites  of  1946  (color-sound,  28 
min) ,  Champions  (color-sound  28 
min)  ,    Packers    vs.     Chicago    Bears 

(color-silent  35  min) ,  Packers  vs. 
Chicago  Cardinals  (color-silent  35 
min).  College  Hi-Lites  of  1945  (B&AV- 


36 


SEE     AND     HEAR 


Sound  10  min) ,  College  Hi-Lites  of 

1946  (B&W-Sound  0  min).  Chicago 
Bears  vs.  Xeu-  York  Giants  (B&\\" 
Sound  10  min) . 

1947  Davis  Cup  Tennis   Matches— 

(20  min)  B&W  Sound:  Rental. 
S2.50  per  dav.  .\m.  Film  Sen  ices. 
Jr,  Sr  HS,  College.  Adult;  Phy. 
Ed.,  Clubs. 

•  Slow  motion  shots  of  the  1947 
Davis  Cup  Challenge  Round  at  For- 
est Hills.  Long  Island.  Filmed 
through  the  courtesv  of  the  U.S. 
Lawn  Tennis  .Association,  the  pic- 
tures show  both  .Australian  and  U.S. 
tennis  stars  in  action. 

FILM  STRIPS 

Our   .American    Heritage   Series—  (6 
hlmstripS)    Bi;\\'.   519.30   per   set. 
including  Teachers  Guide  and  file 
box.    Reader's  Digest. 
Jr  Sr  HS;  Social  Studies,  English. 

•  Sf>onsored  and  distributed  bv  the 
Reader's  Digest,  this  series  of  six 
filmstrips  was  developed  bv  a  dis- 
tinguished advisorv  board  of  editors 
headed  b\  Marquis  James,  noted 
historian.  The  strips  are  composed 
of  vivid  historical  drawings,  photo- 
graphs, pictographs.  cartoons  and 
effective  text  frames,  illuminating 
the  origin  and  growth  of  free  institu- 
tions in  the  United  States.  Titles: 
The  Birth  cf  Our  Freedom,  Free- 
dom's Foundation,  Freedom's  Prog- 
ress, Freedom  Today,  The  Vocabu- 
lary of  Freedom,  and  The  Literature 
of  Freedom. 

Intermediate  Science  Series—  (9  film- 
strips)  Color;  $33.50  per  set.  Char- 
ter Oak. 
Intermed.  Grades.,  Jr  HS;  Gen.  Sci. 

•  Produced  under  the  siif>er\'ision  of 
-Anna  M.  Greve,  Head  of  the  Ele- 
mentary- Science  Dept..  Brfjnx\ille 
Pub.  .Schools,  N.Y.,  this  series  pre- 
sents areas  of  science  information 
difficult  for  pupils  to  experienre  di- 
rectly. Titles:  What  Is  the  Sky,  How 
Our  Earth  Began,  About  Cur  Earth. 
Our  Earth  Is  Moving,  Our  Changing 
Earth,  The  Beginnings  of  Life,  Ani- 
mals of  Long  Ago,  Man  of  Long 
Ago.  and  Parts  of  a  Flowering  Plant. 

Pictoreels   Literature   Series   —    (12 

filmstrips  and  12  2  \  2  slide  sets) : 

Color:  complete  set  of  strips.  S9.75: 

complete  slides,  SI 5.75.    Pictorial. 

Intermed,  Jr  HS:  Eng.  Lit.,  His. 

'  New  in  conception  and  treatment. 

these  productions  offer  students  the 

opportunitv    of    visualizing    fjeriod 


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ARIZONA 

i  1-.:-     r.   DiT 


l^.  of  .\risoaa ;  TucaoB 


KeUdsas.    Stale    Teacbcn 


ARKANSAS 

Dcji.     o!     Public 

Collrgr:  Coa«aT 

Dii.    of    Vu4:«tioiul   EducalioB.  State  Dcp'l.  of 

E4iur4:ioD;   Lilile  Ro<>k 

CALIFORNIA 

Idp&l  Piclutt*  Corp.:  Lt.«  Anfrit*.  3 
Eitenrion  Dit..  L'.  of  California:  Brrkelcv 
Es'.m^ion  Dtv.,  L*.  of  CaUfoi&i*:  Lo«  Asfelet 

COLORADO 

LUi'-jn-R'^d  VUu»l  Senric*;  Denver,  2 
ldc-»I    Pictjre--   Corp.:   Drorer,  2 
LilrQ>i<jS   Dn..   L'.  of  Colorado;  Boaldef 

CONNECTICUT 

Pit  \ V.r^  Scrrice;  Ciccaoich 

FLORIDA 

lUrAl  P;>-:.^tcr9  Corp.;  Miami 
?:r\rii!'  Picturt*.  Inc.;  Miuat.  38 

GEORCIA 

A '^(iio- Visual    EUfucatios    Serrirc.    St«ie    Drp't. 
wf  Education  :  Atlanta.  3 
Ideal   Pirtum  Corp.;   Atlanta 
5t«vcn»  Picture*.  Inc.:  Atlanta.  3 
Exicn^ioD  Div..  L'.  of  Ceorpa:  Atlanta 

ILLINOIS 

Ice^t    P.c:ure3  Corp.;  Chicago 

\  i-'.«i  Aid»  Scrtice.  U.  of  lllinul*:  Chanapaifn 

INDIANA 

l-ili:^  Ceoicr.  Indiana  U.:  Bloomingtott 
Ideal  Piciutea  Corp.;  lodianapcli» 

IOWA 

Ei!(c>ion  Div.,  U.  of  Iowa;   loaa  Cit; 

KANSAS 

t itr'-xr;   DiT.,   U-  of  kan<>a5:   Lawrence 

KENTUCKY 

iladd<^n  Htr=  Serrice;  Louircille 
Eiirn-'ioa  OiT.,  U.  of  Kmtack; :  Lrxincloa 

LOUISIANA 

Ideal  Pictures  Corp.;  New  Orleass.  1- 
Ja*per  E^-inp  A  ^ocs:  New  Orleans.  12 

MASSACHUSETTS 

Ideal  Picture*  Corp.;  Bo*iob 
Ve^co  Film  Library:  Boston.  16 
Vi*aal  Aid*  Service,  Boston  IT-:  B<»lon 

MICHIGAN 

Loeke  Film  Library:  Kalariazoo.  8 
EztensicD  Dit..  U.  of  Michiftn ;  .Ktrn    ^rbor 

MINNESOTA 

Elliott  Film  Co.:  Minneapoli*,  2 
Ideal  Picrjre*  Corp.:  MinDeapoli$ 
Li't^r^-T  r>ii..  U.  of  MisBesola:  Minneapolii 

MISSISSIPPI 

Ja»re.-  E*:Qg  &  Sons;  JackK>n.  2 

MISSOURI 

Idf^al   Piciurea  Corp.;  Kansa"  Citr 
Swank  Motion  Pictures.  Inc.:  St.  Louiv.  5 
Eiien^ion  Dir.,  U.  of  3Ji«soari:  Colaiabia 


MONTANA 

Dr; ':.    of    Vi»ual    Edueatioa.    State    Dep't.    of 
Ed  -f*:ion;   Helena 

NEBRASKA 

KiTrr:-.i=  it':\..  L.  of  Neb*m»ka;  Lincoln 

NEW  JERSEY 

^:a:-^    M.^'.r-      T  :eBtoa 

NEW  YORK 

Academy  of   Science:-:   Buffalo 

Educational    Fil=E   Library,  Syracu»c  L'.:  Syra- 

cj*e.    10 

Ber:ra=  U;;-     it-  >   P     :jre»;  N.Y..  19 

NORTH  CAROLINA 

Estenuoa   biv..   L.   of   .North   Carolina:   Chapel 
Hill 

OHIO 

>itm     and     Slide    Eacbanfe.     State    Dep't.    of 

Education ;   Colombut 

SuDra>   Fil:=^.  Inc.;  Cleveland,  4 

TwT  —  an  Filrs*.  Inc.;0aytoa 

OKLAHOMA 

Kiikpairick.  inc.;  TuUa.  5 

Extes.«lon  DtT..  U.  of  Uklahoma;  Norman 

OREGON 

Idril  Picijre*  Corp.:  Portland.  5 

\  ;?-iI   Ir:»Tn.ction  Service,  Sute  C«lleee:  Cor- 

PENNSYLVANIA 

i..:z.   L.-:-;..  ^■.■tir  Trarbcrs  C«llcte:  Indiana 
PCW  Film  Library.  Peno.  College  for  WcHuea; 

Piit-^burfb 

Ei:en-icc      Di>..      P-t>r.      Slate     College ;     Stat' 

allege 

SOUTH  CAROLINA 

Ei:e:i_-;c2   DW,.   L'.   of   Sooth  Carolina;   Colum- 
bia 

TENNESSEE 

Ideal  Pictures  Corp.;  Metnpfas*.  3 
EiieQ«kiD  DiT..  U-  of  Trnncaaee:  KooxTille 

TEXAS 

Dep't.  of  Radio  &  Vis-  Educ.  Sute  Dcp"u  of 

EdacatioD :  Aastin 

Ideal  Picture*  Corp.;  Dallas.  I 

Visual  Education.  Inc.;  Austin 

EitennoD  DIt.,  L'.  of  Tesa.«:  .\u«tin 

UTAH 

B'jreas    of    Audio- Vt»ual    Ed  oration.    Brigham 

Yoanp   C. :   ProTO 

Ideal  Pirtr:re9  Corp.;  Salt  Lake  Ciry.  1 

VIRGINIA 

Bureaa  of  Tearhini;  MaierialB.  Stale  Dep't.  of 

Edacatjon:   Richmond 

Capitol  Pila  A  Radio  Co.:  Richmoad.  20 

Ideal   PirT  :r"  C-^rp.;  Richnoad.  19 

WASHINGTON 

Exte:is->:i  D:>.  State  Cellecc;  Pultmaa 

WISCONSIN 

PhnTcar:  V:*;al  Serriee;  Milwaakee.  3 
Extcafirc  V-.t..  L*.  of  Tucoasa;  3fadi«oa 

PUERTO  RICO 


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Documenting  Nature 

(  C.  O  N  I  I  M   F  D      FROM      PAGE      17  ) 

The  kodachroinc  collection  of 
slides  nearly  conijjleteh  accompanies 
ihe  first  five  of  the  six  records,  on.N 
color  photographs  of  the  whippoor- 
w  ill.  the  olivesidc  flycatcher,  the  pine 
warbler,  the  western  meadow  lark, 
(he  lark  sparrow,  the  chachalaca  aie 
omitted.  In  spite  of  the  difficulties 
of  working  with  film  particularlv 
sensitive  to  light  and  shadow  and 
with  telephoto  lens,  the  birds  are 
photographed  with  high  accuracy. 

Proof  of  the  value  of  the  record- 
ings and  photographs  are  foimd  in 
student  reactions  such  as  noted  by 
Thomas  H.  Knepp.  biology  in- 
structor, Stroudsburg  High  School, 
Stroudsburg,  PennsUvania,  who  has 
used  these  materials.  He  says:  "The 
pictures  show  how  well  mother  na- 
ture has  blended  the  birds'  colors 
with  their  habitat.  .-Mso  we  learn 
about  birds  that  aren't  in  the  local 
state  or  the  part  of  the  country.  One 
can  compare  them  with  birds  that 
li\e  near  at  hand." 

Numerous  wavs  of  using  the  ma- 
terials come  to  mind.  An  ob\ious 
advantage  is  being  able  to  repeat  the 
bird's  song  performance  at  will.  .\s 
a  means  of  stimulating  interest  in 
ornithology,  these  materials  should 
prove  invaluable.  Personal  experi- 
ences of  the  teacher,  research  by  the 
student,  selections  from  .\lbert  R. 
Brand's  ".Sonss  of  \\'ild  Birds  "  and 
"More  Songs  of  Wild  Birds,  '  all 
would  prove  of  high  value  during 
the  first  showing  of  the  slides.  Fre- 
fjuent  references  to  both  the  records 
and  slides  at  subsequent  occasions, 
for  instance,  after  or  before  field 
nips,  would  add  to  the  permanence 
()[  the  knowledge.  Bird  calendars, 
ir.odels,  pictures,  and  exhibits  will 
lake  on  new  significance. 

Best  results  are  obtained  if  the 
records  are  a\ailable  to  students  out- 
side the  regular  class  periods.  Those 
who  are  especially  interested  in 
learning  bird  songs  may  make  ar- 
rangements to  hear  them  during 
cxtra-curricidar  periods  or  after 
scliool. 

Ingenious  methods  of  testing  mav 
he  used.  One  must  be  carefid  in 
Using  the  records  not  to  dampen 
(licir  ready  interest  by  presentation 

•.Mien,  .\.  A.  and  Kellogg.  P.  P..  Recent  Oh- 
^m^alions  on  the  Ivory-Bitled  Woodpecker,  The 
.Auk.  July.   1937.     Page5   164-184. 

.Allen.  .\.  A.,  Hunting  }\'ith  a  Microphone  the 
Voices  ot  Vaniihing  Birds,  National  Geographic, 
J.ii-e.  19S7.    71:  696-723. 


ol  loo  much  material  at  one  time. 
However,  as  Mr.  Knepp  states, 
"  These  recordings  and  slides  have  a 
place  in  anv  school  room,  and  have 
jiisi  as  much  value  in  elementary 
schools  as  in  those  of  secondarv 
level." 

From  the  drumming  of  the  grouse 
lo  the  chatter  of  the  wren,  the 
"Xorth  .\merican  Bird  Songs"  album 
of  six  records  and  its  accompanxing 
slides  offer  a  new  and  valuable  ex- 
perience \ia  the  audio-Aisual  tech- 
nique, 

*  *         * 

Television  in  School 

(  C  O  .N  T  I  .M  E  D      FROM      P  .\  G  E      23) 

insert  a  bit  of  grit  between  the  tight- 
ly closed  shells  of  that  bivahe  we 
call  a  student.  But  only  the  student 
himself  can  produce  the  pearl. 

And.  I  imagine,  the  qualitv  of  the 
pearl  will  still  depend  first  on  the 
quality  of  the  o\ster,  then  on  the  grit 
at  its  center.  That  latter  is  our  prob- 
lem. How  good  is  the  stimulant- 
irritant  we  can  produce  todav?  How 
appropriate  is  it  to  the  needs,  let  us 
say,  of  nearh  a  million  young  oysters 
in  the  schools  of  Xew  York  City 
alone? 

Considering  all  that  we  have  to 
learn  about  educational  program- 
ming before  were  read\  to  in\ ite  all 
the  superintendents  of  all  the  schools 
into  the  receiver  room,  perhaps  it's 
just  as  well  that  we  can't  get  hold  of 

classroom  recei\ers  for  another  year! 

*  *         * 

Teacher  Training 

(CONTINUED     FROM     PAGE     26) 

This  experience  should  prove  of 
great  \alue  to  them. 

Throughout  the  principles  and 
methods  course,  an  attempt  was 
made  to  show  the  relation  of  audio- 
\  isual  materials  to  the  total  teaching 
process.  Especialh  was  this  true 
when  students  were  working  on  the 
preparation  of  teaching  units  in 
their  various  fields.  A  consideration 
oi  what  materials  could  t»e  used  and 
at  what  time  thev  should  come  was 
included. 

One  of  the  chief  difficulties  en- 
countered was  to  fit  into  the  lim- 
ited time  all  the  activities  of  the 
unit,  ^\'hile  a  large  number  were 
carried  on  outside  the  regularly- 
scheduled  class  hours,  Ijetween  three 
and  four  weeks  was  necessar\  to  com- 
plete the  work.  The  results  achieved 
appear  to  be  fully  worth  the  time. 


38 


SEE     AND     HEAR 


NEWS-LETTER 

♦  All  Coronet  Insi  rl  c  i  ion al 
Films,  including  ne\\-  releases  in 
sound,  motion  and  color  or  black 
and  \\hite,  are  now  available  on  a 
rental  basis,  it  has  been  announced 
recenth.  Film  outlets  throughout 
the  country  are  ready  to  fill  the 
rental  requests  of  schools,  churches, 
studv  groups  or  indi\iduals  who 
wish  to  obtain  Coronet  Instructional 
Films  for  home  showing. 


47.000  Hear  School  Broadcasts 

♦  1  he  Minnesota  School  of  the  Air 
broadcast  bv  KUO.M.  the  L'ni\ersit\ 
of  Minnesota  Station,  has  completed 
its  ninth  vear  with  a  schedide  of 
sixteen  programs  a  week  designed 
for  in-school  listening.  Recent  sur- 
\evs  indicate  an  average  in-school 
listening  audience  of  47,000  students 
each  week  in  Minnesota  and  Wis- 
consin, with  scattered  response  from 
Iowa  and  the  Dakotas.  Directed  h\ 
Bettv  Thomas  Girling  and  imder 
the  careful  super^"ision  of  adminis- 
trators, supervisors  and  teacher  com- 
mittees,   program   series   have    been 


|>lunned  on  all  grade  levels  Ironi 
kindergarten  through  senior  high 
sch<x)l.    Subject  matter  is  correlated 

as  far  as  possible  with  5tud\    plai.s. 

(  ir   Films   Appoints  MacArthur 

♦  Ihe  apjx>intment  of  Edwi.n  H. 
M.\cArthir  as  Manager  of  Educa- 
tional Sales  has  just  been  announc- 
ed h\  James  M.  Franev.  president 
of  UNtrKD  Woru)  Films.  I.nc. 

For  sixteen  years  MacArthiu-  has 
been  with  the  Charles  E.  Merrill 
Co..  Inc.,  as  Educational  Sales 
Representative.  Divisional  Manager. 
.Assistant  Sales  Manager,  and  .Assis- 
tant to  the  President.  Prior  to  this 
he  worked  in  schools  in  various 
parts  of  the  country  for  Ginn  and 
Company. 

Hoefter  Sets    I'p  Distribution 

♦  P.\LL  Hoefler.  widelv  known 
explorer,  author,  lecturer  and  pro- 
ducer of  educational  films,  has  set 
up  his  own  distributing  organization 
as  a  division  of  Paul  Hoefler  Produc- 
tions for  the  marketing  of  his  pic- 
tures in  the  audio-visual  field.  An 
energetic  advertising  and  selling 
campaign  has  been  planned  to  mer- 
chandise his  most  recent  productions. 


including  two  one-reel  teadiing  fdms 
on  the  tuna  fishing  and  tuna  pack- 
ing industries. 

\eu'    Table   Model   Victrola 

♦  A  new  table  model  \'ictrola. 
specially  designed  for  schools  and 
offering  for  the  first  time  cons<jle- 
insirument  performance  in  a  repro- 
tlucer  of  table  model  proportions, 
has  been  announced  bv  W.  H. 
Knowles.  General  Manager  of  the 
RC.\  \icTOR  Educational  Sales  De- 
partment. 

"This  New  X'ictrola  Classroom 
Senior  Model  has  been  designed  to 
provide  school  classrooms  ivith  a 
phonograph  tailored  to  their  spe- 
cific neecb."  Mr.  Knowles  said.  "It 
provides  schools  with  the  finest  in 
music  reproduction,  an  activity 
which  reaches  back  to  1911  when 
this  company  pioneered  in  music 
appreciation  in  scIkxjIs.  This  latest 
development  makes  it  possible  for 
educators  to  replace  outworn  prewar 
phonographs  with  a  low  cost  special- 
ized instrument  with  high  qualitv 
reproduction  such  as  has  never  be- 
fore been  obtainable  in  a  table  mod- 
el phonograph." 


Ot^ 


•    ►HO 


cd^ 


rsc^ 


West-View 

ANNOUNCES  TWO   NEW 


KODU'HROME  SLIDE  TOIRS 


V 


DEATH  VALLEY.  From  the  barren  wastes  surround- 
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kaleidoscopic  beauty,  West-View  brings  you  the  true  feeLnj 
and  color  cf  D=alh  Valley.  Zabriskie  Point,  the  famous  20- 
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View,  the  Goidan  Canyon  and  Artist's  Orive  are  among  the 
outstanding    points    covered   in    this    slide    tour. 

SCOTTY'S  CASTL£.  One  of  the  most  fabulous  spots 
in  the  world  where  two  desen--»-ise  partners  built  themselves 
a  2^2  miUion  dollar  home — an  oasis  of  artzhitectural  grandeur 
in  the  desert  wastes  cf  Death  Vallej-.  The  interior  of  Scotty's 
Castle  with  its  lavish  furnishings  and  unique  architectxire 
is  shown  in  all  its  full  radiant  ct^or  in  this,  the  only  set  cf 
Kodachrome  shdes  ever  made  cf  the  interior  and  presented 
exclusively  by  West-View, 

Free    txanttaaiioa — No    Obltgtjt'.oa 


THESE  SLIDE  TOURS,  the  first  of  a  series  being  pre- 
pared by  West-View  were  made  through  co-operation  with 
Frasher's  Inc..  ofiSciaJ  photographers  of  Death  Valley  and 
Scotty's  Castle,  and  have  been  acclaimed  from  coast  to  coast 
as  ,the  finest  Kodachrome  slide  -sets  ever  released.  You  are 
invited  to  examine  these  sets  without  obhgation — tp  judge 
for  yourself  the  quahtj*  of  the  new  West -View  Kodachrome 
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Through  West- View's  Visual  Education  Service  ycu  ar^ 
invited  to  examine  these  and  other  West-View  Kodachrome 
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N  O  \   E  M  B  E  R 


19  4  7 


39 


Audio-Visual  Booi^  Report  • 


Foundations  for  Teacher  Education 
in    Audio-Visual    Instruction    by 
Elizabeth  Goudy  Noel  and  J.  Paul 
Leonard,   Series   II  -  Motion   Pic- 
tures in   Eilucation  —   Number  9 
X'olunie  XI,  June,  1947;  American 
Council  on  Education.  744  Jack- 
son Place,  Washington  6.  D.C.  7n, 
60  pages. 
•  This  is  an  unusual  and  forward- 
looking  dissertation  concerning  the 
responsibilities  of  teacher-training 
and  in-service  training  agencies  for 
the  establishment  of  knowledges  and 
understandings,  skills  and  abilities, 
which  nuist  be  included  in  the  basic 
experience     and     understanding    of 
the  teacher  who  today  is  to  take  her 
place  skillfully  and  etfectively  in  the 
modern  classroom. 

Very  completely  worked  out  and 


for 


^Ite    I  lew     L/icf( 

LITE-WEIGHT 


•  SINGLE  UNIT  CASE 

•  52%  LIGHTER  IN  WEIGHT 

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•  ECONOMICALLY  PRICED 

See  Us  for  Further 
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EXCLUSIVE    SOUTHERN    CALIFORNIA 
DISTRIBUTOR 


COAST  VISUAL 
EDUCATION  CO. 

S0S8    Sunset    Blvd.,    Hollywood    28,    Calif 
Phone:  HO-8343 


growing  out  of  the  coordinated  ex- 
periences of  key  professional  jjer- 
sonnel  of  the  California  State 
Department  of  Public  Instruction, 
California  teacher-training  agencies: 
college,  supervisory,  administrative, 
classroom  teacher  groups  concerned 
with  public  education  in  California, 
this  treatise  on  recommended  mini- 
mum audio-visual  teaching  informa- 
tion will  be  of  interest  to  persons 
engaged  in  teacher-training  activities 
and  in-service  training  programs. 
The  report  looks  forward  to  the 
more  efficient  teaching  performance 
of  educational  staffs. 

Examples,  completely  worked-oiit, 
of  typical  approaches  to  the  presenta- 
tion of  content  necessary  for  meeting 
teaching  requirements  are  presented 
as  specimens. 

Tvpical,  again,  of  the  thorough 
research  approach  exercised  by  Mrs. 
Elizabeth  Goudy  Noel  and  [.  Paul 
Leonard,  this  .American  Council  on 
Education  Studies  contribution  to 
I  he  literature  on  audio-visual  educa- 
tion is  as  forward-looking  a  docu- 
ment on  teacher  competence  in 
methods  of  audio-visual  instruction 
as  can  be  obtained.  .\  "must"  in 
every  professional  library.— w.  a.  w. 


"Audio-Visual  Aids  in  the  Armed 
Services"  b\  John  R.  Miles  and 
Charles  R.  Spain— American  Coun- 
cil on  Education,  Washington, 
D.C,  1947-^1.25,  96  pages.  " 
•  .\  very  practical  approach  to,  first, 
a  description  of  the  training  tech- 
niques, the  materials,  the  luilization 
and  distribution  considerations,  is 
supplemented  by  an  extremely  effec- 
tive chapter  on  implications  for 
civilian  education.  Beginning  with 
detailed  descriptions  of  specific  ma- 
terials used  in  accomplishing  the 
training  objectives,  Chapter  1\'  con- 
cludes with  a  survey  of  training  aids 
research  in  brief  form,  applving  to 
films,  filmstrips,  special  techniques 
in  using  visual  aids,  and  notably  an 
opinion  by  instructors  and  trainees, 
which  is  subjective,  yet  valuable. 

The  final  chajjter  on  implications 
for  educational  use  is  a  challenge  to 
directors  of  audio-visual  instruction 
and  teachers  who  are  seeking  to  re- 


evaluate and  estimate  the  efi:ecti\e- 
ness  of  their  currently-used  teaching 
methods.  Certainh,  an  entirels 
worth-while  experience  in  self-evalu- 
ation is  included  in  Chapter  \'  alone, 
in  addition  to  the  fascinating  de- 
scriptive account  of  the  spectacularlv 
successful  aiidio-\  isual  aids  program 
in  the  armed  services. 

♦  *  * 

SVE   Announces   Catalog 

♦  The  complete  line  ol  projector 
models  and  projection  accessories 
manufactured  and  distributed  bv  the 
Sociirr^  FOR  \isual  Edi  cation,  Lnc. 
is  now  catalogued  in  one  loldei  and 
is  available  on  request  from  S\T 
offices  at  100  E.  Ohio  St.,  Chicago, 
111.  This  new  folder  was  especialh 
designed  to  meet  the  reference  needs 
ol  schools,  churches,  homes,  and 
industries. 

Of  particidar  value  lo  jjrojcction- 
ists  is  the  chart  included  in  the 
folder  which  gives  the  approximate 
size  of  screen  images  obtained  in 
35mm  single  and  double-frame  sizes 
with  lenses  of  different  focal  length 
used  at  \arious  distances  from  the 
screen. 


oLooh, 


len. 


ana    c:Um(: 


earn 


A  manual  on  the  use  of 
audio-visual  materials  in 
informal  education. 

By  L.  Harry  Strauss 
and  J.  R.  Kidd 

Here's  how  it's  done.  In  detailed,  ex- 
perience-based chapters,  two  leaders 
show  how  to  use  audio-visual  mate- 
rials in  group  education. 

Written  for  both  professional  and  vol- 
unteer workers,  this  manual  suggests 
how  to  apply  these  aids  to  your  pro- 
gram, how  to  make  the  most  effective 
use  of  new  methods  in  schools, 
churches.  Y's,  social  and  community 
organizations,  and  in  adult  education. 
Sources  of  material  and  equipment 
with  criteria  for  its  selection  are  listed; 
also,  suggestions  on  administering 
program,  producing  films,  etc.     Si. 50 

of   your    bookstore   or 
347  Madison   Avenue 
New  York   17,  N.  Y. 

—  ..ArSdociation    J  reSA 


AMERICA'S    FINEST   TEACHERS 
WELCOME   THIS    TIRELESS    ASSISTANT, 


Speeds    Instruction, 

Helps   Learning, 

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\Mien  U.  S.  education  was  in  its  infancy,  stu- 
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Research  studies  have  proved  that  motion  pic- 
tures, properly  used,  help  students  learn  40 
per  cent  more — in  less  time. 

The  nation's  leading  schools  and  colleges 
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5.  Molecular  Forces  in  Matter 

6.  Molecular  Forces  in  Liquids 

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A  UNIT  OF  THE  MR  AGE  PHYSICS  SERIES 

This  kit  has  been  prepared  as  visual  teaching  material  for  the  high 
school  physics  course.  It  has  been  classroom-tested.  In  these  studies 
of  matter  and  molecules,  the  student  is  given  an  understanding  of  the 
properties  and  structure  of  matter,  the  kinetic  theory,  and  molecular 
forces.  Each  film  is  organized  into  lessons  which  include  applications 
of  principles,  summary,  and  review  questions.  Designed  to  encourage 
class  participation,  the  films  refer  to  the  everyday  experiences  of, 
the  student. 

Also  available  in  the  Air  Age  Physics  series  is  the  film  kit  "Fluids.' 
"Fluids"  consists  of  13  discussional  slidefilms  with  1,042  lighted 
pictures,  in  any  size  you  want  them.  These  two  kits  will  help  the 
instructor  in  teochmg — and  the  student  in  learning — physics. 

•  •  • 

These  films  may  be  purchased  through  our  nationwide  distributor  organization. 


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THE  JAM  HANDY  ORGANIZATION,  2821  East  Grand  Blvd.,  Delrail  II,  Michigan 

Pleose  enter  our  order  for  ttie  slidefilm  kit-set  "Motter  and  Molecules."   Q  For  single  film  No._ 

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INTERNATIONAL  JOURNAL  OF  AUDIO  VISUAL  EDUCATION 


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OW    TO    CHOOSE    AND     USE    AUDIO-VISUAL   TEACHING    MATERL 


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THE  PROJECTOR  OF  THE  YEAR 

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Matching  the  intense  demands  on  teaching  toda^',  the  new 
Victor  "Lite-Weight"  makes  possible  the  unlimited  benefits  of 
visual  education  for  each  classroom.  Its  more  convenient 
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charming,  more  entertaining, 
more  suitable  film  fare  for 
school  audiences  of  all  ages 
and  interests  than  these 
favorite  Deanna  Durbin  fea- 
tures. They  have  enjoyed  a 
popularity  unequalled  by  any 
other  group  of  films. 

Termed  by  a  leading  Visual  Aid 
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A  reprint  of  this  article  is  available 
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These  eight  great  films  and  an  incom- 
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^  from  the  world's  finest  productions,  are  ^ 
acaUable  to  you  through  your  local 
United  World  Dealer.  Educational  film 
can  be  obtained  on  outright  purchase 
—  Religious  film  on  long  term  lease. 


Dairiuien  for 

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kKorporatiog 

B«-l  &  Howell  FilmO'Saund  Library  and  Castle  Films 

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THE  EDITORIAL  ADVISORY  BOARD  OF  SEE  &:  HEAR  MAGAZINE 


konER  AuiRiGHT,  MoUoH  Picture  Associttlion 
Lester  Anderson,  University  of  Minnesota 
\'.   C.  Arnspicer,   I'.nc\rlopnedin   liritannicn   I'ihns,   Inc. 
Lester  F.  Beck,  University  of  O^ennn 
Esther  Berg,  New  York  City  Public  Schools 
Camilla  Best.  S'eiv  Orleans  Public  Schools 
Charles  M.  Boesel,  Milwaukee  Country  Day  School 
Joseph  K.  Boltz,  Citizenshif)  Education  Study,  Detroit 
Floyde  E.  Brooker,   U.S.  Office  of  Education 
I  AMES  W.  Brown,   Virginia  State  Dept.  of  Education 
Robert  H.   Burgert,  San   Diego   City  Schools 
Miss  J.   Margaret  Carier,  National  Film   Board 
Lee  \V.  Cochran,  University  of  Iowa 
Siei'HEN    M.   Corey,   University   of   Chicago 
C  R.  Crakes.  Educational   Consultant.  Del'ry   Corp. 
\mo  DeBernardis.  Portland  Public  Schools 
Joseph  E.  Dickman.  Encyclofmedia  Britannica  Films 
Dean   E.   Douglass.  Educational  Dept.,   RCA 
lli.NRY   DuRR,   Virginia  State  Department   of  Education 
Glen  G.  Eye,  University  of  iri.sro7i.sin 
Leslie  Erye,  Cleveland  Public  Schools 
Lowell  P.  Goodrich.  Supt..  Milwaukee  Schools 
William   M.  Gregory,   Western   lieseme   University 
|oiiN  L.  Ha.milton,  Film  Officer,  British  Information  Sen'ict 
Ruth  A.  Hamilton.  Omaha  Public  Schools 
O.   .\.  Hankammer,  Kansas  State  Teachers  College 
W.  H.  Hartley,  Towson  State  Teachers  College,  Maryland 
|onN  R.  Hedges.  University  of  Iowa 
\  iRi.ii.  E.  Herrick.  Uttiversily  of  Chicago 
Henry   H.  Hill.  President,  George  Peabody   College 


CiiARLF-S   HoFF,   University   of  Omaha 

B.  F.  Holland,   University  of  Texas 

Walter  E.  Johnson,  Society  for  Visual  Education,  Inc. 

Wanda   Wheeler  Johnston.   Knoxville   Public  Schools 

Herold  L.  Kooser,  Iowa  State  College 

.Abraham   Krasker,  Boston    University 

L.  C.  Larson,  Indiana   University 

Gordon  N.  Mackenzie.  Teachers  College,  Columbia  Univ. 

Harold  B.  McCarty,  Director  WHA,  University  of  Wisconsin 

Bert   McClelland,   Victor  .4nimatograph   Corporation 

Charles  P.  McInnis.  Columbia    (S.C.)    Public  Schools 

Edgar  L.  Morphet,  Florida  State  Dept.  of  Education 

Ervtne  N.  Nelsen,  The  Ampro  Corporation 

Elizabeth  Goudy  Noel.  Radio  Consultant,  California 

Francis  Noel,  California  State  Department  of  Education 

Hfjjbert  Olander,  University  of  Pittsburgh 

Boyd  B.  Rakestraw,  Uriiversity  of  California,  Berkeley 

C.  R.  Reagan,  Film  Council  of  America 
Don    C.   Rogers,   Chicago  Public  Schools 

W.  E.  Rosenstengel,  University  of  North   Carolina 
W.  T.  Rowland,  Lexington,  Kentucky,  Public  Schools 
OsfL\R  E.  .Sams,  Jr..   Encyctojiacdia  Britannica  Films 
E.   E.  Sechriest,  Birmingham  Public  Schools 
Harold  Spears,  New  Jersey  State  Teachers  College 
.Arthur  Stenius,  Detroit  Public  Schools 
Ernest  Tiemann,  Pueblo  Junior  College 
Orlin  D.  Trapp,   Waukegan   Public  Schools 
KiNGSLEY   Trenholme,  Portland    (Oregon)    Schools 
Lelia  Trolincer,   University  of  Colorado 
Paul  Wendt,   University  of  Minnesota 


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of  efficient  operation  .  .  .  simplified,  convenient  controls 
.  .  .  rugged  construction  .  .  .  and  long,  satisfactory  service. 

Proof  of  this  is  in  the  remarkable  performance  record 
established  by  Ampro  projectors  during  the  past  two 
decades  in  leading  school  systems,  universities,  top  in- 
dustrial concerns,  churches, many  branches  of  government 
service  and  in  private  homes  all  over  the  world. 

The  Ampro  organization  has  the  production  and  en- 
gineering facilities  plus  the  practical  experience  to  make 
some  of  the  world's  finest  precision  projectors.  Before 
deciding  on  any  projector — for  any  purpose  —  be  sure  to 
find  out  what  Ampro  has  to  offer  you. 

Ampro  projectors  are  distrib 
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See  §  Hear 

INTERNATIONAL  JOURNAL  OF  AUDIO-VISUAL  EDUCATION 
C  ONTENTS    FOR    DECEMBE  R 


New    Materials   Available G 

See  S;  Hear  Ncwsl.cilcr    9 

Clhristmas    Ideas    Willi    liliiis:    h\    Mrs. 
Ruby  Niebauer    II 

Materials  for  Christmas   VI 

Interpretation      of      Christmas:      by      a 
Churrli  Committee   I ;i 

I    FiKlit    for    I'cate    —    With    I'ilnis:    h\ 
Charles  (,.  Spiegler    11 

Report    on     Educational     Recoidings: 
Part  I  of  a  2-Purt  Sunrv  16 

TllK  Tablkr  Si'RVEv:   A  Major  A-V  Na- 
tional Study  —  Part  1 17 


Projectors  on  \Vheels:  An  Idea  Feature 
by  Victor  H.  Schmitt 21 

Radio— Omaha  Pattern:  by  Mary  Pale 
Steele ■ 22 

Audio-Visual  Prograin  Standards:  Parts 
III  &  /r  of  a  National  Cotninittee 
Report    26 

\udio-Visual      Center      for      Teacher 
I  lainees   by   Louis   Slock 28 

Correlating  Education  Films  A\  itli  the 
Course  of  Studv  fov  Donald  /..  Kruz- 
ner '.  .  .' 30 

For  \our  Faculty  Meetings:  by  Evelyn 
Kralman  34 


PUBLISHED  AT  812  N.  DEARBORN  STREET  -  CHICAGO  10,  ILL. 

Earl  M.  Hale,  President  O.  H.  Coelln,  Jr.,  Publislier 

Walter  A.  Wittich,  Editor  John  Guy  Fowlkes,  Editor 

VViliiain  Ball,  Art  Director  Martin  Simmons,  Circulation 


New  York  Office: 

501  West  113th  Street, 


Los  Angeles  Office: 

3418  Gardenside  Lane, 


Robert  Seymour,  Jr.,  Eastern  Mgr.         Edmund  Kerr,  Western  Mgr. 

Issut*  4  of  X'olunu-  3  published  December.  1947.  at  812  .Norlli  Dcirborn  Street.  Chicago  10.  b\  .\iidio- 
V'isual  Publications.  Inc.  Trade  Mark  Registered  U.  S.  Patent  Ofhce.  lintire  Contents  CopvriRht  1947. 
Inlemational  Rights  Reserved-  .'\pplication  for  second  class  matter  pending  at  the  Post  Office.  Chicago, 
Illinois.  By  subscription:  §3.00  for  the  school  year;  foreign  $3.50.  Address  all  advertising  and  subscrip. 
tion  requests  to  the  Office  of  Publication  in  Chicago,  Illinois. 


THE  recent  ajjpoiiiiiueiu  of  Mr. 
Earl  Hale,  tounder  and  presi- 
dent of  this  publication,  to  the 
highest  educational  connnittee  in 
his  home  state,  has  been  announced 
b\  Governor  Oscar  Rennebohm  of 
Wisconsin.  His  nomination  to  the 
top  ad\isory  bod)  in  Wisconsin  edu- 
cational circles  follows  Mr.  Hale's 
diligent  labors  as  chairman  of  the 
educational  committee  of  the  Wis- 
consin State  Chanibei'  of  Commerce. 
Recent  past  president  of  the  Na- 
tional School  Service  Institute  and 
active  nationally  also  in  the  Text- 
book Publishers  group  of  which  he 
is  a  member,  Mr.  Hale  has  set  a 
notable  example  of  jjublic  service  to 
education. 

See  &  Hears  entire  stall  joins 
with  our  nationwide  reader  family 
in  a  sincere  tribute  to  this  .self-made 
business  leader  who  has  gi\en  so 
freely  of  his  time  and  energies  to 
ward  a  cause  so  important  to  oui 
state    and    national    welfare. 

To  him  and  to  all  of  \(ni~Merry 
Cliristmas  atid  a  Ha[)p\  and  Peace- 
ful New  Year! 
From  the  Editors  and  — OHC 


F 
O 
U 
R 

OF 

E 

L 
E 
V 
E 

N 


Of  the  eleven  subjects  (in  the  classification  of  Peoples  and  Lands  of  the 
World)  recognized  at  the  1947  Chicago  Films  of  the  World  Festival  as  "the 
best  documentary,  informational,  and  factual  films  produced  throughout  the 
world."  FOUR  FILMS  WERE  PRODUCED  BY  THE  INTERNATIONAL  FILM 
FOUNDATION. 

The  titles,  BREAD  AND  WINE  and  CHILDREN  OF  RUSSIA  were  selected  as 
TWO  of  the  SIX  subjects  chosen  for  the  public  showing  October  25.  Two 
other  subjects,  MARY  VISITS  POLAND  and  ARTISANS  OF  FLORENCE  were 
among  the  five  titles  designated  by  the  judges  for  honorable  mention. 

Another  International  Film  Foundation  production,  BOUNDARY  LINES,  was 

one  of  the  six  films  selected  by  the  Chicago  judges  in  the  international  in- 
terdependence classification. 

Julien  Bryan  and  his  International  Film  Foundation  staff  have  accepted  this 
tribute  from  Chicago  as  a  CHALLENGE  TO  CONTINUE  TO  PRODUCE  HIGH 
QUALITY  FILMS  "to  promote  better  understanding  between  peoples  of 
different  nations,  races,  and  religions." 

ARE  THESE  FIVE  "BEST"  FILMS  IN  YOUR  LIBRARY?  IF  NOT,  WHY  NOT 
ORDER  THEM  TODAY  FROM  YOUR  VISUAL  EDUCATION  DEALER? 


International  Film  Foundation 


1600  BROADWAY 


NEW  YORK  19,  N.Y. 


SEE     AND     HEAR 


"    -^ .  ♦  - 


^,.^^'^?' 


ThfJVeu)  RCA  Victrola 
ela:$$room  phonograph 


#    - 


\ 


. . .  with  the  matchless 
tone  of  the 


xlerp'ii  an  ontirelv  new  and  superb  stanrlarfl  of 
achievement  in  a  classroom  |ihono<:raj)h.  Its  tonal 
|ierfe(tion  captures  an«I  fills  tlie  classroom  or  audi- 
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works  of  the  world's  great  artists. 

The  Senior  Model  (  66  ED  )  is  especially  designed 
for  music  teachers  who  require  the  finest  tone  qual- 
ity .  .  .  classroom  teachers  who  appreciate  easy 
operation  .  .  .  school  administrators  who  demand 
cconouiv  and  durability. 

This  classroom  Victrola  plays  12-inch  or  10-inch 
records.  The  permanent  "Silent  Sapphire"  pickup 
rides  light  as  a  feather  on  the  records  — adds  years 
to  their  life.  No  needles  to  change.  No  needle  chat- 

•Viclrnla  -T.  M.  Rep.  U.  S.  Pal.  OIT. 


RADIO  CORPORATION 
of  AMERICA 

gOUCATIOM/tL  OePARTMeUT,     CAMOtM.  M.J. 


Finest  tone  system 
in  RCA  Victor  History 

ter.  Separate  bass  and  treble  tone  control-  l)ring 
out  the  rich  bass  and  the  clear,  brilliant  treble  of  a 
symphony  orchestra.  Delightfully  styled  blond 
finish  walnut  cabinet  with  dosed  back,  hand 
holes  for  convenience  in  carrying. 

Write  for  descriptive  literature  on  the  RCA 
Victrola  for  the  classroom  and  the  RCA  Victor 
Record  Library  for  Elementary  Schools. 


RCA  VICTOR 

RECORD   LIBRARY 

for  Elementary  Schools 

•  21  Albums       •  83  Records 
•  370  Compositions 

For  classroom  use  in  such  activities  as  Listening 
Rhyllnns  .  .  .  Singing  .  .  .  Folk  Songs 
Christmas  Songs  .  .  .  Singing  Games  .  .  .  Indian  Music 
Rhvthm  Bands 


Patriotic  Songs 


DECEMBER 


19  4  7 


■IMI 


to    You  ng 
Arithmetic   Te 

Parts  of  Nine  —  Serves 
as  a  natural  sequel  to 
What  Is  Four.  Develops 
the  meaning  of  the 
number  9  through  ex- 
perience situations  and 
the  use  of  concrete  ma- 
terial involved  In  pre- 
paring for  a  birthdoy 
party.  For  Primary 
Grades. 


VALUABLE 

NEW 

ADDITIONS 

America's 
aching    Films 


The  Meoning  of  Per- 
centage —  Relates  the 
meaning  of  percentoge 
to  hundredths  both  os 
fractions  and  os  deci- 
mals. The  meaning  of 
common  percentages  is 
developed  ond  related 
to  social  situations.  For 
Grades    5-7. 


Parts  of  Things  —  De- 
velops the  meanings  of 
one-half  and  one-fourth 
of  single  things,  as  in- 
troduction to  concept  of 
fractions.  Abstract  ob- 
jects are  carefully  ex- 
plained in  relation  to 
real  things.  For  Grades 
2-4. 


niio  5-" 

M  13    - 

M  12  •• 


I  The  Teen  Numbers  — 
Develops  the  meoning 
of  the  place  volue  of 
the   teen    numbers.   Con- 

I  cepts  developed  in  this 
film  are  bos!c  to  under- 
standing the  noture  of 
our  decimal  number  sys- 
tem. For  Primary  Grades. 


Running  time  of  each:  10  minutes,  Teach- 
er's Guide  included Price:  $38.50 

What  Is  Four?  The  film  which  developed 
potentials  of  arithmetic  teaching  via  mo- 
tion pictures! 

In  2  parts  .  .  .  Running  time  ]5  min..  .$45 
Part  I,  available  separately $30 


FREE: 


Interesting,  profusely 
illustrated  new  Young 
America  FilmsCatalogue 
—  describes  teoching 
films,  2x2  slides,  and 
slidefilms.  No  obliga- 
tion. 


YOUNG 
AMERICA 
FILMS,  INC. 

Depf.  SHI2,   18  E.  4ls»  St.,  New  York  17.  N.  Y. 


..Heir  iWmatertals 

F  I  L  iM  S  •  S  L  I  D  E  S  •  R  E  C  0  K  D  I  N  G  S 
AND    OTHER    AUDIO -VISUAL    AIDS 


MOTION  PICTURES 

KEV    TO  SOURCES    IS    ON     PAGE    8 ) 

\    Modern    Guide    to    Health- (in 
mill)      BS:^^'.     Soiiiid.     Apph    lor 
Price.    BIS. 
Jr  Sy  HS:  Phys.  Ed.,  Health,  Safety. 

•  A  cartoon  treatment  of  everyday 
licalth  rides.  The  Iiumorons  touch 
uldb  inlereM  to  ihe  liaiidling  of  Muh 

asic  health  habits  as  j^ood  posture, 
sensible  tlothiiis;.  releasi-  lioiii  iier\- 
)iis   tension,   etc. 

Ave  Maria— (11  min)  B&W.  Sound. 
$17.50;    Pictorial. 

Internifd.  Grades,  Ji  Sr  HS;  Musir 

.ijjpYci  iation,  Music. 

•  A  (dm  concert  featuring  William 
Primrose,  distiguished  violinist,  play- 
ing .Schidjert's  "Ave  Maria",  Bee- 
thoven's "Polonaise"  and  Paganini's 
"Claprice". 

Building  a  House— (11   min)    Sound 
B&W'SIS.OO;  EBF. 
Fri/nary  Grades,  Inlermed.  Grades; 
Language  Arts,  Social  Studies. 

•  I'ointing  out  the  careful,  scientific 
planning  necessary  to  the  construc- 
tion of  a  house,  the  film  introduces 
the  various  steps  in  the  construction 
process  and  pro\ides  illustrations  of 
the  various  tools,  etjuipment,  and 
materials  used.  Production  was  su- 
pervised by  Paid  Hanna,  Ph.D., 
Stanford  llni\ersit\. 

Butterfly  Botanists— (10  min)  Sound 
15>LW  SI5.00.  Color  .S'lO.OO;  Coro- 
net. 

Inlermed.  Grades,  Jr  Sr  HS;  Gen. 
Sci,  Natural  Sci.,  Biology. 

•  Produced  under  the  supervision  of 
the  naturalist,  Eihvin  Way  Teale, 
the  fdm  shows  students  the  life 
processes  of  a  typical  butterfly  (the 
Monarch)  stressing  the  de|jendence 
of  lar\ae  on  plant  food,  the  stages 
of  de\elo]jment  of  various  species 
and  their  methods  of  hibernating, 
and  finally,  the  ecf)noniic  iin|)oriance 
of  all  butterflies. 

Making    Books— (II     min)     Sound, 
B&W  .S45.00;   EBF. 
Primary  Grades,  Intermed.  Grades; 

Language     .Arts.     Social     Studies. 


•  Produced  in  collaboration  with  Lu- 
ther H.  Evans  of  the  Library  of  Con- 
gress, the  film  tells  the  fascinating 
story  of  book  manidactin  ing  from 
the  author's  manuscript  to  the  fin- 
ished product.  It  explains  how  nuxl- 
ern  methods  of  printing  and  binding 
have  made  possible  the  publication 
of  great  numbers  of  books,  and  calls 
attention  to  the  many  skills  necessary. 

Oxygen—  (10  min)    Sound   B&^V 
Sly.OO,  Color  .SilO.OO;  Coronet. 
Jr  Sr  HS;  General  Science,  Chem- 
istry. 

•  Supervised  b)  Iji.  1  herald  Moeller. 
Associate  Professor  of  Chemistrv, 
Universii)  of  Illinois,  the  film  intro- 
duces students  to  this  important  ele- 
ment. The  need  for  oxygen  in  the 
support  of  life,  and  in  combustion, 
and  the  part  oxygen  plays  in  elec- 
trolysis and  oxidation  are  demon- 
strated through  a  series  of  dramatic 
experiments. 

Sailplane— (1 1  min)  Sound  B!v.-W  or 
Color.  .AlJpl\  for  Price.  Simmel 
Meservey. 

Jr  Sr  HS,  College.  Adult:  S(ience. 
Physics.  Aeronautics. 

•  Tells  the  story  of  gliding,  or  nioiov 
less  flight.  Much  of  the  fdm  was 
"shot"  in  the  air  demonstrating  the 
principles  and  thrills  of  this  increas- 
ingly popular  sport.  Step  by  step 
sequences  take  the  spectator  through 
the    takeoff,    soaring,    and    landing. 

FILMSTRIPS 

(  KEV     TO   .SOIRCES     IS     ON     PAGE     8  ) 

American     Folk     Tales     Filmstrip 

Package-  (2,')(l      frames)        BScW. 

S37.50,  Ciuriculum.     (Distributed 

by  Jam  Handy) . 

Primary    Grades:    Heading.    Kng. 

Lang.  Sc  Arts. 
'  Fo  introduce  children  to  tin  rich 
folklore  of  our  countr\.  these  stories 
were  thosen  to  represent  \arioiis  sec- 
tions of  the  coinitry  and  to  be  ap- 
plicable  to  the  youngest  children. 
Fhe  stories  all  appear  in  man\  \er- 
sions,  but  Mrs.  Florence  Matthews 
Tchaika  has  adapted  the  most  ap- 
pealing    of     these     to    ihe     filinsiriii 


6 


SEE       AND       HEAR 


medium.  Titles  include:  Br'er  Rab- 
bit and  the  Tar  Baby,  The  Rabbit  \ 
Who  Wanted  Red  JVings,  Pecos  ' 
Bill  Becomes  a  Cowbcjy,  The  Wild 
]\'hite  Horse,  Stormaloug,  The  Gift  j 
(;/  St.  Nicholas,  Shijigebiss,  and  The  I 
Theft  nf  Fire.  '  i 

Fairy  Tales  Series— (10  (ilnibirips) 
Color.  S28.50  For  the  Series.  Still- 
film. 

Kindergarteti,  Primary  Grades: 
Reading.  Eug.  I-ang.  Sc  .-Irts. 
'  The  first  of  the  Stillfilm  strips  to 
be  produced  in  color,  these  bright 
versions  of  well-known  fair\  tales 
should  have  great  apjieal  for  the 
youngest  students.  The  text  and 
illustrations  are  on  alternate  frames 
for  con\enience  and  reading  prac- 
tice. Titles:  Peter  Rabbit,  Scare- 
crow Man,  Old  Mother  Hubbard, 
Gingham  Dog,  Simple  Simon  &  the 
Three  Little  Kittens.  .IBC  Illus- 
trated, Red  Riding  Hood,  Xursery 
Rhymes  ~  1,  :ind  Xursery  RJiymes. 
Heat  Series— (11  filmsirips)  B&W. 
S-lfi.O  per  series:  Jam  Hand\. 
Jr  Sr  HS;  Science,  Physics. 

•  This  new  unit  in  the  Jam  Handy 
Air  .\ge  Phvsics  Series  presents  the 
basic  concepts  of  Heat  in  11  discus- 
sional  filmstrips  designed  for  correla- 
tion with  textbooks  and  laboratory 
experiments  in  high  school  phvsics. 
All  scientific  material  has  been  ap- 
proved by  teaching  authorities  in 
the  field.  Titles:  Temperature,  Heat 
Expatision,  Gas  Expansion,  .Measure- 
ment of  Heat,  Fusion,  Vaporiza- 
tion.  Refrigeration,  Humidity,  Heat 
Transfer,  Putting  Heat  to  Work,  and 
Internal  Combustion  Engines. 
Technical  Lettering  Series— (5  film- 
strips)  SI 8.00  per  series;  single 
strips  @  S3. 75;   Jam  Handy. 

Jr   Sr   HS;   Mechanical   Drawing, 
Industrial  Arts  ir  Crafts,  Drafting. 

•  Designed  to  help  teachers  of  letter- 
ing show  actual  strokes  and  propor- 
tions of  letters  to  students,  each  ot 
the  strips  in  this  series  is  organized 
into  lessons  on  groups  of  letters  pro- 
duced with  similar  strokes.  .-Ml  let- 
ters conform  to  the  recommendations 
of  the  .\merican  Standards  Associa- 
tion. Titles:  Single  Stroke  Gothic- 
Introduction,  Vertical  Capitals  IHT 
LEF  AJW,  Vertical  Capitals  MX 
XYZ  OQCG,  Vertical  Capitals  069 
83S  DUJ  PRB,  and  Vertical  Capitals 
725c-  and  Spacing. 

*        *        * 

A  FULL  SECTION  OF  NEW  M.\TERI.\LS 
WILL  APPE.AR  IN  THE  JANUARY  ISSUE 


91%  OF  ALL  STILL 
PROJECTORS  IN  SCHOOLS 
AND  CHURCHES  ARE 


I 


v 


o»* 


In  the  nation's  schools  and  churches,  whore  the 
finest  possible  projection  is  vital  to  the  elVec- 
tiveness  of  visual  instruction.  S.\  .K.  projectors 
are  preferred  over  all  others.  S.\  .E.  projectors 
are  unsurpassed  for  their  efliciency,  depend- 
ability, sturdiness.  and  ease  of  operation.  There 
is  no  optical  svsteni  more  efllcient  than  the 
S.V.E. 

MODEL  DD  . . .  130-»att  tri-purposc 
projector.  5'  fiKal  length  coated 
.\nastijxmal  projection  (F:3.5)  lens. 
Shows  all  three:  2"  \  2"  slides,  sinple- 
and  double-frame  filmstrips.  Simple 
adjustment  for  double-  to  single- 
frame  .  .  .  easy  chanfre-over  from  film- 
strips  to  slides  and  vice  versa.  Semi- 
automatic vertical  slide  chancer. 
I^'atherette  carrying  case. 

MODEL  AAA...300-natt 
tri-piJr[i(iM-  projector.  .5" 
focal  length  coated  \nas- 
tigmat  projection  (FrS.i) 
lens.  Shows  all  three: 
2'  X  2'  slides,  single-  and 
double-frame  filmstrips. 
Same  features  as  DD,  but 
larger,  more  pxjwcrful. 

LARGEST  LIBRARY  OF  ITS  KIND   IN  THE  WORLD 

The  S.  \.  l'^.  lilirars  niiilaiiis  niori'  lliaii  I.3U0  :'..")iiiiii. 
filmstrips  and  20.000  miniature  (2'  .\  2')  slides.  A>U'  leacli- 
ingaids:  Kcnfachrome  Visualizeil  I  nits,  each  consisting  of 
ten  or  more  2"  x  2"  slides  organized  ac<<irding  to  curricu- 
lum unit.s.  with  instructional  guide.  Correlated  filmstrips 
.  .  .  filmstrips  correlated  with  specific  textbook  series. 

Write  today  for  new  .S.V.E.  catalogs,  containing  full 
descriptive  information  on  projectors,  filmstrips.  2'  x  2' 
slides,  and  N'isualized  Units.  Indicate  calalops  desired. 
.\lso.  ask  about  correlated  filmstrips  and  free  sponsored 
filmsirips. 

.\ddress  Dept.    E2J2 


SOCIETY    FOR   VISUAL    EDUCATION,   INC 


100  EAST  OHIO  STREET 


CHICAGO  1 1,  ILLINOIS 


DECE.MBER     •     1947 


MOVIE- 
MITE 

with 

DUAL    SPEED 

For  Both  Silent  and 
Sound    16mm    Films 


The    Improved 
Individual   Classroom 
Profector 


Ideal  for  Classroom  Showings. 


This  improved  Movie-Mite  meets  all  demands  for  a  light 
weight,  compaa,  efficient   l6mm  projeaor  at  low  cost. 

Movie-Mite  l6mm  projector  weighs  only  2712  pounds. 
Single  case  contains  everything  needed  for  complete 
show,  including  table  top  screen.  Larger,  standard  screen 
may  be  used  for  larger  audiences  from  80-100  people. 
Shows  perfect  picture  6  ft.  wide  in  darkened  room. 

Movie-Mite  is  made  of  best  quality  die-cast  and  precision 
machined  parts.  Simplicity  is  the  outstanding  feature,  in 
threading,  only  one  moving  part  need  be  operated.  Show 
can  be  on  the  screen  in  3  minutes. 

Reel  capacity  2000  ft.  Universal,  25-60  c-ycle  —  A.C.  or 
D.C.,  105-120  volt  operation.  Mechanism  is  cushioned  on 
live  rubber  mounts  for  smooth,  quiet  operation.  Durable 
plywood  case,  leatherette  covered. 

Write  for  illustrated  folder  giving  details  .  .  .  also 
rtame  of  Movie -Mite  Authorized  Visual  Aid  Dealer 
.  .  .  for  demonstration. 


YOUR  eves  ano  pars  nu  Movie-MiTe" 


EniT()RI.\L    FEATURES    IN 

*  CoMiNiiNc.  ilic  ])olii\  of  editorial 
Iciulciship  which  brought  readers  ot 
SEE  X:  HE.\R  more  articles  and  fea- 
tures on  the  wide  range  of  audio- 
NJMKil  iii:itcrials  than  any  other  U.  S. 
iiiana/iiic.  tlic  Editors  forecast  sonu- 
cif  the  oiilstaiKiiiig  pieces  aliea(l\ 
sdifdiilcd  for  larlv   1918  puhliiatioii: 

*  riic  labler  .Study:  Pan  1  appears 
in  this  issue.  Other  parts  of  this 
(oniplelc  and  important  survey  will 
follow  in   the   1918  issues. 


1948   ISSUES   OF   SEE    &    HEAR! 

t.  School  architecture:  we  brought 
\o\\  "Designs  for  Visual  Eduralioii" 
in  1947:  see  more  details  in  vour 
1948   issues. 

S.  The  most  (oinpltn-  source  lists  of 
\w\\  and  (orrclatcd  materials,  incliKl- 
iiig    motion    pictiucs.    filinstrips    and 
iccoidings.  maps  and  charts. 
Order  it   today  from 

SEE    &    HEAR    MAGAZINE 

Chicago    (10)    Illinois 
812  North   Dearborn  Street 


McGraM-Hill  Text  Films 

Are   Demonstrated  in  Capitol 

♦  Representative  samples  of 
McGraw-Hill  Text  Films,  new  audio- 
visual teaching  tools,  were  demon- 
strated last  month  to  several  groups 
of  school  and  college  instructors 
and  to  audio-visual  people  in  the 
Washington,  D.  C.  metropolitan 
area.  The  separate  showings  were 
jointly  sponsored  by  the  U.  S.  Ofi&ce 
of  Education  and  the  Washington 
Board  of  Education. 

Films  shown  were  from  the  first 
three  of  four  series  of  16mm  sound 
motion  pictures  and  silent  filnistrips 
which  are  being  produced  to  corre- 
late with  specific  McGraw-Hill  text- 
books at  college  and  high  school 
levels.  College  subjects  include  teach- 
er training,  engineering  drawing, 
and  health  education;  the  high 
school  series  is  on  mechanical  draw- 
ing and  drafting. 

According  to  Albert  J.  Rosenberg, 
manager  of  the  Mc-Graw-Hill  Text- 
Film  prograiTi,  these  classroom  films 
represent  the  first  co-operative  ven- 
ttne  between  a  textbook  publisher 
and  commercial  film  producers  to 
bring  out  a  complete  "package." 

KEY   TO   MATERIAL  SOURCES 


♦  Here  are  the  addresses  of  pro- 
ducers whose  materials  arc  listed  on 
pages  ().  7.  12,  13  (including  the 
Christmas   materials)  : 

BIS:  British  Information  Ser\ices, 
3(1  RockereJier  I'la/a.  New  \a\\  20. 

Church  Craft:  Church  Craft 
Films,  3312  Lindell  Blvd..  St.  Louis 
3.  Mo. 

Church  .Screen:  Church  .Screen 
i'lodiit lions.  5622  Enright,  St.  Louis. 

Cloronet:  Coronet  InsiruclioiKil 
Films.  Coronei  Bldg.,  Chicago  1,  111. 

Cimiculuin:  Ciuriculuiu  Films 
arc  disiribiuitl  lin'ougii  ilu  [ani 
Hanih  Orgaui/ation    (([.x-i. 

EBF:  KiK  Aclopaedia  Hiitaiinica 
Films.  20  N.  Wacker  Dr.,  Chicago  6. 

Jam  Handy:  fain  Handy  Organi- 
zation. 2,S2I  East  Gr;md  BKd..'  De- 
troit.  .\Iith. 

Pictorial:  Fiiiorial  Films,  liu.. 
625  Madison  Ave.,  New  \ii\\  22. 

Simmcl-Meservey:  95.3.S  liiighioti 
\\a\.    Hi\trl\    Hills,   t^aliloi  iiia. 

StiUfilm:  Stillfilm,  Inc.,  8443  Mel- 
rose Ave..   Holhwood  46.   C^alif. 

United  World  Films:  445  Park 
Axtnue,  New  York  22,  X.  ^. 


SEE       AND       HEAR 


NEWSLETTER 


Britanuira  Teachintt  Film;; 

Correlated   With  300  Texts 

♦  A  inainiiiuili  tonclaiioii  projcci. 
linking  some  300  Encyclopaedia  Bri- 
lannica  classroom  films  with  more 
than  ,iOO  of  ihe  mosi  widely  used 
textbooks  published  bv  t\\cni\  ol 
America's  leading  textbook  firms,  is 
being  completed  this  mon'h  to  help 
teachers,  audio-visual  directors,  and 
school  administrators  in  the  selec- 
tion of  appropriate  films  lor  use  in 
conjunction  with  texts. 

The  project,  representing  more 
than  18  months  intensive  research 
bv  the  Briiannica  staff  and  the  edi- 
loi^s  of  the  publishing  houses,  will 
be  continuous.  It  will  be  increased 
and  revised  as  new  EBF  films  appear 
and  as  new  editions  of  the  texts  are 
released  or  new  puljlishcrs  are 
brought  into  the  program. 

.\mong  tlie  publishing  firms  so  far 
entered  in  the  project  are:  Bobbs- 
Merrill.  Ginn  &  Co..  Harper  &  Bros., 
n.  C.  Heath  S:  Co..  Houghton  ^fiff- 
liii,  J.  B.  Lippincott.  Macmillan. 
Rand  McXally,  Row  Peterson,  Scott 
Foresman.  .Saibners.  and  ].  C.  Win- 
ston Co. 

EBF  films  are  now  correlated  with 
texts  in  three  branches  of  the  school 
curriculum.  The  .Sections  of  ilie 
correlation  are: 

Section  f— Priniar\  Grade  Readers 
(1st  through  3rd  Grades) 

Section  H  — Biol ogv -Chemist r\ 
General  Science-Health-Physics 

Section  III  —  Historv-Geographv- 
Problems  of  .\merican  Democracv. 

The  coiTelation  project  is  in  tlie 
charge  of  Kennetli  Norberg.  Pli.n.. 
EBF  associate  in  research. 

University  of  Georgia  Centers 
.\ndio-Visual  Groups  at  Athens 

♦  The  removal  of  the  offices  of  the 
L'ni\ersity  of  Georgia's  General 
Extention  Division,  including  the 
.\udio-\isual  Service  and  Film  Li- 
brary, from  .Atlanta  to  the  cainpus 
at  .\thens  was  announced  last  month 
by  the  University  System's  Board 
of  Regents.    Since  the  entire  future 


progiani  of  tfxe  Division  is  to  be 
one  of  expansion  and  development, 
the  mo\e  was  felt  necessar\  to  co- 
ordinate all  off-campus  activity.  All 
users  of  the  film  library  and  others 
seeking  information  about  the  Di- 
vision are  asked  to  refer  their  re- 
quests to  the  new  adchess:  Division 
of  General  Extention,  University  of 
Georgia,  Old  College,  .\thens. 
Georgia. 

Co-incideiu  with  the  move  was 
the  announcement  of  the  appoint 
nient  of  E.  .\.  Lowe  as  the  new  di- 
rector of  the  Division.  Through  his 
vvide  experience  as  an  educator, 
especially  in  the  adult  field.  .\Ir. 
L(me  is  particidarlv  fitted  for  his 
new  duties. 

Fhe  Board  also  revealed  that 
Robert  F.  Elliot,  former  head  of 
the  .\udio-Visual  Extention  Service, 
has  resigned  his  position  to  become 
associated  with  the  Strickland  Film 
C;o..  .\tlanta. 

California   Audio-Visual    .\ssn. 
Holds    Statewide    Conferences 

I  he  .\nnual  Mate  Conference  of 
the  .\udio-\isual  .Association  of  Cali- 
fornia was  held  in  Sacramento.  No- 
vember 14  and  15. 

Divisions  of  the  Conference  were 
similar  to  the  earlier  meeting  of  the 
.Southern  Section. 

Leading  participators  in  the  Con- 
ference were.  Roy  E.  Simpson.  Cali- 
fornia State  Superintendent  of  Pub- 
lic Instruction.  Dr.  Stephen  M. 
Corey,  University  of  Chicago,  and 
Mr.  Jamison  Handy,  President  of 
Jam  Handy  Organization. 

The  Friday  evening  banquet 
featured  an  on  the  spot  broadcast 
of  one  of  the  regular  Standard  Oil 
Company  school  programs. 

Mrs.  Helen  Rachford,  Director  of 
the  .Audio-\'isual  program  for  the 
Los  .Angeles  County  Schools,  is  Presi- 
dent of  the  State  .Association. 

Southern  Section  Also  Meets 

♦  Ihe  Fall  Conference  of  the  South- 
ern    Section     of     the     .Audio-\'isual 


.Association  of  California  was  held 
at  Polytechnic  High  School.  Long 
Beach,  on   November  7  and  8. 

C^hief  speaker  at  the  Fridav  eve- 
ning banquet  was  Glen  Jones.  Di- 
rector of  the  Division  of  General 
Clollege  Extension,  Washington  Stale 
College,  Pullman.  Washington.  .\!i. 
Jones  s|Kjke  on  Current  Trends  and 
\eeds  in  Audio-Visual  Education. 

Friday  afternoon  sessions  of  the 
conference  consisted  of  panel  dis- 
cussions. Saturdav  morning  meet- 
ings included  about  ten  section 
meetings  on  utilizatif)n.  Six  ])review 
sections  for  new  a-v  materials  were 
held  in  the  afternoon 

President  of  the  Southern  Vmon 
of  the  C^alifornia  .Association  is  .Mrs. 
Louise  Bnm  11.  Director  of  the  .Audio- 
\isual  program  of  the  San  Bernar- 
dino. Calif.  City  Schools. 

Audio-Visual   Institute   Meets 
in  New  York  City  January  9-10 

♦  Sessions  ol  the  .\niei  i(  an  Miiseiiiii 
of  Natinal  Historv  Itli  Annual 
Audio-X'isual  Institute  will  be  held 
in  the  .Museum's  main  auditorium, 
in  New  \  oik.  January  9  and  1(1.  1918. 
Scheduled  lor  first  session.  Fridav 
afternoon,  are  previews  of  one  and 
two  reel  teaching  films,  while  the 
evening  program  will  be  devoted  to 
the  screening  of  a  sj)ecial  feature 
film. 

The  Saturday  morning  session, 
under  the  title  ".Audio-X'isual  Aids 
in  .Action  ",  will  be  divitled  into  tvso 
sections,  the  first  of  which  will  in- 
clude four  demonstration  classes 
ranging  from  lower  primary  to  sen- 
ior high  school  levels.  Five  film 
candidates  for  the  .Museum  "Oscar" 
will  be  screened  during  the  second 
section   and    prizes   awarded. 

Following  a  special  luncheon 
served  in  the  Museum  cafeteria,  the 
Saturday  p.  m.  sc-ssion  features  a 
presentation  of  "The  Radio  and 
.Mass  Media  of  Communication  in 
Education  ■  by  Charles  Siepmann. 
Depi.  of  Cominunications.  New 
Xf)rk  Univ..  and  a  discussion  of  the 

(CO.MIMKD      ON      THE      .NEXT      PAGE) 


DECEMBER 


19  4  7 


(C.OMIM  i:U      FROM      I'RKMOl  S      I'Ar.F) 

piesein  jjioblciiis  in  visual  ccliuaiion 
led  b\  Dr.  liyroii  D.  Siiiait,  diaii- 
mail  ol  the-  X'isiial  Ediuatioii  C.om- 
niitiec.  New  [crsey  State  Miisrinn, 
rifnioii. 

School  Broadcast  Awards  Are 
Presented   Outstanding  Shows 

♦  Recently  at  the  tenth  annual 
meeting  of  the  School  Broadcast 
C;onlerence  held  at  Chicago,  awards 
ol  the  executive  committee  of  the 
Conference  were  granted  to  out- 
standing programs  produced  for 
educational  use  during  the  current 
school  year.  These  awards  were 
made  lo:  (1)  the  Columbia  Broad- 
casting System  station  Wl'.li.M, 
Chicago,  for  its  program  series 
Studio  Thcntre.  presented  in  coop- 
eiation  ^vith  the  Northwestern  Uni- 
versity  Radio  Guild. 

(3)  Station  KLZ.  f)en\er.  Colo- 
rado, for  its  continued  work  in  the 
field  of  child  safety  education.  The 
program  series  Learn  and  Livr  orig- 
inates at  a  different  school  each 
week  and  is  designed  to  educate 
ho\s  and  girls  in  safety  measures  in 
those  fields  which  ha\e  caused  the 
most  fatal  accidents  to  children. 

(3)  The  Wesiinghouse  Company, 
School  Ser\ice;  Manager,  Louis  Stark 
and  Staff,  for  the  preparation  and 
distribution  of  the  transcribed  series 
of  ]M-ograms  Elect rotiics  at  Work. 
These  authoritative  programs  in  a 
highly  technical  field  beyond  the 
comprehension  and  ability  of  the 
average  school-producing  group,  are 
educationalh  sound,  gcjod  radio,  and 
carry  no  advertising.  Distributed  at 
cost  to  schools. 

(1)  Van  Renssalaer  Brokhahne, 
Production  Manager,  and  Staff  of 
Station  WNYE,  New  York  City  Pub- 
lic Schools,  for  their  preparation  and 
presentation  of  the  prcjgram  series 
Bill  Scott,  Forest  Ranger  which  has 
been  made  available  to  numerous 
]niblic  schools  for  both  broadcasting 
and  classroom  use.  (See  October 
Si;i;  &  Hear,  "Radio  Experiment— 
tJill    Scott,    Forest    Ranger.") 

Pearl  Rosser  Is  A-V  Director 
for   the   International   Council 

♦  Pearl  Rosser,  director  of  radio 
education  for  the  International 
Council  of  Religious  Education,  has 
also  been  named  director  of  audio- 
visual education  for  the  Council, 
according  to  Roy  (i.   Ross,  general 


secretary.  .\s  such  she  will  be  le- 
sponsible  for  the  International  Coun- 
cil's visual  program  which  was  initi- 
ated ten  years  ago  with  the  appoint- 
ment of  a  special  committee.  The 
department  itself  was  set  up  in  1941. 
Acting  visual  education  director 
since  last  March,  Miss  Rosser  organ- 
ized the  Fcjinth  fnternational  Work- 
shop in  .\udio-V'isual  Education  held 
at  Green  Lake,  Wisconsin,  early 
last  September. 

"Make  Way  for  Youth"  Shown 
at   Twin   National   Premieres 

♦  Make  Way  for  youth,  the  new 
sound  motion  picture  jjroducccl  l)\ 
ihe  \()ulh  Division  of  the  Xalional 
Social  Welfare  .\ssenibly,  was  sinuil- 
laneously  premiered  in  New  York 
C^ity  and  Madison.  Wis.,  last  Ncjvem- 
l)er  19,  before  selected  audiences  of 
education,  religious,  social  work,  and 
vouth-serving    organization    leaders. 


Peail  Buck,  Channing  Tobias,  and 
Ezra  Stone  were  guest  speakers  at 
the  New  York  event. 

The  new  production,  which  fea- 
tures actor  Melvin  Douglas  as  narra- 
tor, was  fdmed  in  Madison  and 
presents  a  dramatic  story  of  how  edu- 
cation for  democratic  citizenship  can 
be  fcjstered  among  teenage  groups  in 
.\merican  communities  through  an 
inter-organization   Youth   Council. 

The  following  organizations  are 
member  groups  of  the  Youth  Divi- 
sion of  the  National  Social  Welfare 
.Assembly:  American  Jr.  Red  Cross, 
American  Jewish  Committee,  Ameri- 
can Youth  Hostels,  Boys'  Clubs  of 
.\merica.  Bov  Scouts  of  .America, 
Camp  Fire  Girls,  Community  Chests 
Sc  Councils,  4-H  Clubs,  Future 
Farmers  of  America,  Future  Home- 
makers  of  America,  Girl  Scouts, 
YW'C.A,  YMCA,  National  Federation 
of  Settlements  and  others. 


A  NEWS-REVIEW  OF  STATEWIDE   A-V  DEVELOPMENTS 


♦  Here  is  a  convenient  news-sum- 
mary of  state  developments  in  the 
field  of  audio-visual  education,  in- 
cluding   some     important     budgcis; 

GEORGIA 

♦  The  state  of  Georgia  tcxtbcjok 
division  has  recently  purchased  fifty 
sound  projectors  purchased  for  su- 
pervisors and  loan  to  local  organi/.i 
lions,  partly  to  influence  puijiic 
support  of  the  visual  aids  programs. 
They  have  purchased  about  $30, ()()() 
of  films— one  to  four  copies  each,  to 
serve  the  entire  state  and  to  be  dis- 
tributed   from    a    central    location. 

ARKANSAS 

♦  Fhis  year,  Arkansas'  General  As- 
sembly passed  bills  allowing  approxi- 
mately 521,500.000  in  state  funds  for 
teacher's  salaries  and  education  aid 
to  counties  for  each  year  of  the 
1947-49  biennium.  The  bill  included 
a  ,'§40,000  a  year  item  to  be  spent 
for  audio-visual  materials.  This 
sum  will  permit  the  establishment  of 
a   Slate   Film    Library. 

INDIANA 

♦  Indiana  University  and  the  teach- 
cr-tiaining  institutions  are  attempt- 
ing to  meet  the  demands  of  schools 
and  comnuinity  groups  in  supplving 
audio-visual  materials.  Indiana  Uni- 
versity at  present  operates  on  a  bud- 
get of  $350,000.  14ie  library  contains 
over  (i.OOO  prints  and  ap])ic)ximatelv 
2,000  titles  of  films;  1,000  sets  of  lan- 


tern slides  and  filmstrips;  500  record- 
ings,   and    24    art    exhibits.     During 
194(>47  there  were  over  2,000  campus 
showings  ol  materials  in  classes. 
OKLAHOMA 

♦  The  Oklahoma  Legislature  in 
May,  1947,  passed  Senate  Bill  121, 
.An  act  providing  for  the  establish- 
ing of  a  Division  of  Visual  Educa- 
tion within  the  Department  of 
Education  with  offices  in  the  State 
Capitol   Building. 

Fhis  act  carries  an  appropriation 
of  $125,000:  (1)  To  pay  directors 
and  clerical  help.  (2)  Establish 
Teacher-Training  Film  Libraries  in 
each  college  or  imiversity.  (3)  To 
match  funds  with  any  county  or 
school  district  to  establish  an  educa- 
tional  film  libraiY  in  their  schools. 

.\  X'isual  Education  Committee 
representing  the  eight  State  Colleges 
has  established  the  Teacher-Training 
Film  Libraries  and  has  purchased 
nearly  .$40,000  in  films. 

CALIFORNIA 

♦  Alter  about  ten  vears  of  efforts 
on  the  part  of  many  California 
Educators,  related  professional  and 
non-professional  groups,  the  State 
Su]xrintendent  of  Public  Instruc- 
tion and  cjthers  interested  in  Audio- 
Visual  Education,  March,  1945,  saw 
the  establishment  in  California  of 
the  Division  of  Audio-Visual  Edu- 
cation and  the  appointment  of  Mr. 
Francis  W.  Noel  as  Division  Chief. 


10 


SEE      AND       HEAR 


mrnmmmmmmmmmmmt^^m^m^mff^m^mmmm 


^  v. 


(EIirtBtmaB  MmB 

WITH  FILMS 


"«& 


^(#^i^<*i:^<^i^<^i^<^i^^i^^^i^i^i^i^*^i^<^i^i^i^*^i^^^;;^^^ 


^^•^ 

Mrs.  Ruby  Niebauer 

Head    of    Art    Dff>artment, 
Slotit     Inslilute,     Mfnomouif,     Wisconsin 


The  PuplH'ts.  Only  after  tlic  rhil- 
ilien  had  seen  sleji-hy-stel)  details  in 
till-  film  could  tlie\  make  thrni. 


IBELIEX'E  that  creativeness  is 
iinporunt  in  self  devclopmeiitl 
Hut.  a  student's  creativeness  is 
in  ilirect  projioition  to  what  he 
knows  and  liis  interest.  All  teachers 
are  seaiching  for  information  sources. 
More  of  us  are  confronted  with  the 
problem  of  arousing  strong  interests 
—and  I  tried  \isiial  materials— I 
found  even  the  indifferent  child  had 
become  curious  and  offered  me  many, 
nianx  opportunities  to  interest  him 
in  doing  things.  This  was  the  kev- 
note  as  Christmastime  approached. 
Ves,  it  was  the  season  to  make 
people  happy,  especially  the  younger 
children.  But  time  was  short— so  what 
did  we  dor  We  planned  our  Christ- 
mas play.  We  would  begin  it  before 
the  holidavs.  then  come  back  to  it 
during  that  long  month  of  Januarx. 
and  finish  our  production  then. 

In  addition  we  would  make  our 
Christmas  candles  and  greeting  cards, 
too.  But  enough  of  that  for  now. 
Our  project— our  play— was  to  be 
gi\en  by  my  seventh-grade  art  class. 


We  would  make  all  the  things  we 
needed,  biu  where  to  find  the  infor- 
mation, how  to  stimidate  the  inter- 
est? B\  this  time  I  had  located  films 
on  puppetry.*  This  gave  us  an  ex- 
cellent presentation  of  how  to  make 
puppets,  with  detailed,  step-by-step 
directions  as  to  how  to  put  these 
tiniest  actors  together.  .\s  the  chil- 
dren watched  this  film,  I  could  see 
that  they  were  happily  enthusiastic. 
This  was  the  keynote,  then,  for  our 
Christmas  j)la\  and  for  the  other 
things  we  would  do  as  well— make 
candles,  Christmas  cards. 

.\fter  we  saw  the  puppetry  film, 
we  met  to  form  stage,  scenery  and 
scenario  committee  groups.  The 
scenario  committee  wrote  their  after- 
Christmas  story  and  then  presented 
the  script  to  the  class  for  approval, 
criticism  and  improvements.  When 
this  first  composition  task  was  com- 
plete, we  proceeded  to  make  the 
puppets. 

The  students  decided  which  char- 
acters thev  wanted  to  make.   We  re- 


^ 


ferred  to  oiu  notes  which  we  took 
during  tiie  showing  of  the  film.  .Ad- 
ditional iiilorination  was  offered  bv 
the  groujj,  and  questions  such  as 
"Xow  how  did  this  go  together?"' 
were  asked.  .Someone  alwa\s  came 
forth  with  the  answer— and  if  not, 
why  there  was  the  film  to  look 
through  again  for  some  of  that  infor- 
mation we  didn't  get  the  time  before. 

.\fter  the  script  was  written  and 
the  pupjjcts  made,  we  decided  who 
would  take  what  parts.  If  two  stu- 
dents wanted  to  "play"  the  same 
puppet,  they  took  turns.  If  they 
made  one  character  and  wanted  to 
play  another,  that  was  permissible 
too.  It  was  interesting  for  mc  to  ob- 
serve that  some  of  the  children  who 
wished  to  take  the  leading  parts  were 
students  who  were  timid  and  less  ag- 
gressive than  their  other  classmates. 

Our  C;hristmas  puppets  were  fun 
and  had  charm  because  into  them 
each  child  created  the  answer  to  the 
dreams  of  his  early  childhood.  But, 
visual  materials— the  film— provide 
experiences  understandable  to  all 
that  their  creative  talents  could  be 
released. 

Through  this  project  students  be- 

(CO.NTI.NLLU      0.\      THL      .NEXT      PAGt) 

Broad  stroke  techniques  in  the  film 
challenged  the  young  learners  who 
enjoyed  the  full,  free-arm  motion 
and  e.\/)ression  which  this  medium 
allowed.  Here  is  Mrs.  Niebauer  icith 
livo  of  her  pupils. 


•  ABC   of  Puppelry— Sound.   2   reels.    BailCT   Film 
Service,   1651   Cosmo  Sireel,  Hollywood,  California. 


D   E   C;   E   M    B   E   R     •     1   9    }   7 


II 


(continued  from  previous  page) 
came  aware  of  the  powers  of  tlielr 
voices  and  learned  the  importance 
of  correct  enunciation  and  pronun- 
ciation. They  created  their  charac- 
ters, designed  their  clothes,  planned 
their  scenery,  stage  music  and  proper- 
ties —  and  then  —  the  Christinas  can- 
tiles.  How  to  make  ihem— the  real 
old  fashioned  dipped  kind.  I  mean. 

The  film  Candle  Making*  presents 
a  possible  approach.  .\l  this  time 
the  seventh  graders  were  studying 
Colonial  Life  as  a  history  unit.  1 
showed  this  fdm  because  I  fell  it 
olfered  opportunity  for  integration, 
and  if  teachers  of  academic  subjects 
and  art  can  cooperate  and  offer  fdms, 
materials  and  opportunities  to  ac- 
complish the  same  goal,  the  child 
will  feel  the  unity  of  activity  within 
the  school  program. 

This  sound  movie.  Candle  Mak- 
ing, depicts  a  colonial  family  busily 
making  candles  by  means  of  the  dip- 
ping process.  The  fdm  recommended 
the  use  of  sheep's  tallow.  A  tele- 
])hone  committee  was  formed  to 
locate  and  buy  sheep's  tallow.  This 
we  purchased  for  around  twehe 
cents  a  pound,  and  out  of  fj\e 
pounds  we  had  a  sufficient  amount 
to  make  our  thirty-six  candles  so  each 
student  could  ha\e  one.  Next  we 
organized  into  committees  of  three 
to  di|j  the  candles.  Each  committee 
was  interested  to  see  the  candles  grow 
and  as  anxious  to  see  how  much 
faster  they  could  add  to  that  growth. 
The  idea  that  surprised  the  children 
most  ivas  the  fact  that  they  could 
actually  put  into  use  the  process 
-which  had  been  demonstrated  in 
the  film.  There  is  no  doubt  that  they 
felt  accomplishment  and  with  great 
pride  biouglii  their  friends  in  to  see 
the  results. 

For  a  very  fascinating  tecliiiicjue 
in  drawing,  such  as  will  adapt  itself 
^^•ell  to  making  CMiristmas  cards,  1 
recommend  the  film,  Broad  Stroke 
Drawing*,  especially  to  primary 
teachers  who  will  be  interested  in 
the  free,  large  motions  through 
which  young  learners  particularly 
can  create  their  ideas.  This  filin 
sho\vs  how  to  use  carbon,  graphite, 
and  wax  sticks— colored  crayons,  ex- 

(C  O  N  T  I  N  I'  E  I)       ON       P  .\  G  E       2  9) 


SI(;H  I   X;  SOUM)  lOR  HOLID.W  SCHOOL  &  CHURCH  PROGRAMS 

Christmas  Program  Materials 

•     INCLUDING    NEW    .MOTION    PICTURES,    FILMSTRIPS    AND    SLIDES     • 


MOTION    PICTURES 

Christmas  Carols— (8   min)    Sound. 
Color  Sfi5:  B&W  S17.50.  Sterling. 

•  I'our  Christmas  carols  —  "Come 
.\11  Ye  Faithful',  "Joy  To  the 
World",  "What  Child  Is  This",  and 
"Silent  Night"— are  presented  by 
carollers  (the  Bell  Singers)  while 
the  story  of  the  \erses  appears  on 
the  screen   in  delightful  animation. 

This  film  was  produced  by  the 
Xtilional  Film  Board  of  Canada, 
and  is  exclusively  distributed  in  the 
United  States  by  Sterling  Films,  Inc. 
The  Night  Before  Christmas— 1  reel, 
§17.50,  United  World  Films,  Inc., 
445  Park  .\ venue.  New  York  22,  New 
York. 

•  The  famous  poem  comes  to  life  in 
a  splendidly  produced  home  movie. 
Combines  live  actors  and  animated 
sequences. 

2,000  Years  Ago  in  Palestine  Series- 
each  two  reels,  20  min.,  Rental,  §6.00 
per  day,  Long-term  lease  $50  per 
reel.  United  World  Films,  Inc..  445 
Park  .\venue,  New  York  22,  New 
York. 

•  This  series  shows  the  day  to  day 
life  and  surroundings  of  ordinary 
people  of  that  time  and  can  be  used 
by  all  educational  and  religious 
groups  regardless  of  creed. 
Christmas  Carols,  Silent  Night,  Holy 
Night-1  reel,  S17.50;  100  ft.,  §5.00, 
United  World  Films,  Inc.,  445  Park 
.\venue,  New  York  22,  New  York. 

•  The  If)  mm  film  Christmas 
Carats  includes  "The  First  Noel." 
"Hark  The  Herald  .\ngels  Sing," 
and  ".\deste  Fideles,"  sung  by  a  fine 
choir  W'ith  the  words  superimposed 
on  the  screen.  The  most  famous 
C;hristmas  Hymn  ever  written,  .S';- 
lenl  Sight,  Holy  Xight.  concludes. 

.4  typical  "frame"  from  one  of  the 
new    SVE    Christmas   filmstrips. 


'Caudle  .MakhiR — IGmm  sound,  S40,  Arthur  Barr 
l*roduciions,  (i2ll  .-Vrroyo  Glen,  Los  Angeles  42, 
f:alifornia. 

'Broad  Stroke  Drawing — 11  min..  S30.  Spot  Film 
I'roductions,  Inc..  339  S.  48lli  Street,  New  York. 
New   York. 


Ancj  by  the  light  of  that  satne  Star, 
Three  wise  men  came  from  country 


FILMSTRIPS 
The  Birth  and  Childhood  of  Jesus— 

filmstrip.  Color,  53  frames,  $5.00; 
BSc\V,  52.00:  Society  for  Visual  Edu- 
cation. 100  E.  Ohio  St.,  Chicago  II, 
111. 

Interrjied.,  junior  HS. 

•  This  filmstrip  is  one  of  a  series  of 
colored  filmstrips  produced  from 
Bible  pictures  used  in  Standard  Pub- 
lishing Company's  familiar  Bible 
Story  Books. 

Boyhood  of  Jesus— 35  frames,  B&W 

filmstrip,  S2.50;  Cathedral  Films, 
1970  N.  Cahuenga  Blvd.,  Holly- 
wood 28,  Calif. 

•  The  frames  include  a  brief  resume 
of  scenes  from  The  Three  Wise  Men, 
and  Child  of  Bethlehem,  and  depict 
Jesus  as  a  boy  in  his  father's  carpen- 
ter shop  and  his  experience  in  the 
Temple  with  the  High  Priest  as  re- 
lated in  the  Gospel  according  to  St. 
Luke. 

Child  of  Bethlehem— 34  frame  film- 
strip,  §2.50;  Cathedral  Films,  1970 
N.  Cahuenga  Blvd.,  Hollywood  28, 
Calif. 

•  The  frames  depict  The  Journey  to 
Bethlehem,  The  Nativity,  The  Visit 
and  Adoration  of  the  Shepherds  — 
Gospel  according  to  St.  Luke.  Verses 
of  familiar  Christmas  carols  are  in- 
terspersed with  the  word  description 
of  the  scenes. 

Christmas  Carols  —  Color,  single 
frame.  SI. 50;  double  frame,  S2.00; 
Society  for  Visual  Education,  Inc.. 
100  E.  Ohio  St.,  Chicago  11,  111. 

•  Christmas  Carols  arranged  in  film- 
strip  form,  each  strip  containing  the 
words  of  the  song  and  original  art 
work. 

The  Christmas  Story  — 27  single 
frame  35mm  Kodachrome  film- 
strips,  S7.50;  Cathedral  Films,  1970 
Cahuenga  Blvd.,  Hollywood  28, 
Calif. 

•  Reproductions  of  the  original  The 
Christmas  Story,  produced  by  Cathe- 
dral Films  of  The  Nativity,  The 
.Idoration  of  the  Shepherds,  and 
The  Visit  of  the  Three  Wise  Men. 
The  Nativity  of  Christ— 62  frame- 
filmstrip,  single  frame  32.00;  double 
frame  S3.00,  Society  For  \'isual  Edu- 


12 


SEE       AND       HEAR 


cation,  100  E.  Ohio  St..  Chicago  11, 
111. 

•  This  picturol  contains  reproduc- 
tions of  42  paintings  from  the  collec 
tion  of  Abbott  Book.  Scenes  from 
the  Annunciation,  Visitation,  .\rrival 
at  Bethlehem.  .Nativity.  Arrival  anil 
X'isitation  of  the  Shepherds  and  \Visi 
Men,  Presentation  in  the  Temple, 
and  the  Flight  into  Egypt  providt 
effective  material  for  a  Christmas 
program. 

The  Savior  Is  Born— BfcW  filmstrip. 
31  frames.  52.00.  Society  for  \'isual 
Education.  100  E.  Ohio  St.,  Chicago 
II.  111. 

•  This  first  Foundation  Films— S.V.E. 
filmstrip  release  pictures  with  beauti- 
ful realism  the  story  of  the  Savior's 
birth.  It  was  prepared  from  a  series 
of  posed  pictures  designed  especially 
to  visualize  the  Christmas  story. 
Film  includes  captions  and  titles. 
The  Shepherds  Watch— Color  film 
suip.  33  Frames.  S6.50:  Church 
Screen  Productions,  5622  Enright, 
St.  Louis,  Mo.  Distributed  by  S\'E. 

Prim.,  Intermed.,  Jr,  Sr  HS,  Col, 
Adult:  Art,  Clubs,  Religion, 
Christmas  Programs. 

•  A  new  Christmas  story  based  on 
the  Shepherd's  Story  from  Luke. 
Opens  with  a  group  of  shepherds 
gathered  around  a  campfire  as  they 
watch  their  sheep  just  outside  Beth- 
lehem. .As  the  shepherds  talk  about 
the  ancient  prophecies  of  a  Messiah. 
Christ's  birth  is  announced  to  them. 
They  go  to  Bethlehem  and  seek  out 
the  new-born  Babe.  ^Vords  of  three 
Christmas  hymns  are  included.  Story 
visualized  with  full  color  drawings. 
Six  Familiar  Christmas  Carols— film- 
strip.  35mm  B.^W.  S2.00;  Cathe- 
dral Films,  1970  X.  Cahuenga 
Blvd.,  Holh-vvood  28,  Calif. 

•  Contain  the  words  only,  photo- 
graphed over  a  beautiful  reproduc- 
tion of  "The  Nativity."  of  the  carols: 

(C  O  .N  T  I  \  U  E  D    ON     P  .\  G  E     3  5) 


Color  figurines  enact  the  Christmas  story  in  a  nnr  Chiirrh-Crafl  filmstrip  program 

Interpretation  of  Christmas 

As   Told    to   the   Editors   of    See    &    Hear    b\    the    School 
Committee,   First   Congregational   Church,    .\Iadison.   Wis. 

First  Consregational  Church  School  Cotnmittee:  Reverend  R.  S.  .\nlhens. 
Mrs.  Rex" Liebenberg.  Mrs.  John   Lonergan.  and   Mrs.   Kverl   Wallenfield 


"The  Shepherds  Watch"  is  a  new 
Church-Craft  filmstrip  distributed 
b\  Society  for  T'isunl  Education. 


WE  WANT  TO  PRESENT 
a  good  Christmas  progran; 
this   year— but.    first— what 
is  a  good  Christmas  program? 

The  Christmas  observance  should 
be  one  which  reveals  an  idea  under- 
standable to  children.  .\  good  Christ- 
mas program  allo^\s  all  of  the 
children  to  understand  the  real 
meaning  of  Christmas  and  in  some 
sense  to  participate,  even  though 
their  participation  may  not  be 
individual  but  a  part  of  group  par- 
ticipation. The  substance  of  this 
Christmas  program  must  be  good- 
must  be  child-like. 

In  searching  for  materials  we  have 
located  a  set  of  slides*  which  we 
feel  will  provide  this  substance. 
These  slides  allow  for  some  of  that 
general  participation  without  ex- 
ploiting any  child  but  yet  allow  all 
to  feel  that  they  had  a  part  in  it  and. 
at  the  same  time,  Uuly  understand 
the  spirit  and  the  sense  of  the  story 
that  is  told. 

The  pictures  of  this  series,  through 
their  presentation  in  vivid  colors 
and  through  the  figurines,  will  cap- 
ture the  imagination  of  the  children 
and   allow   them    to   share   some   of 


•  Chrislmas   In    BelhUhem,   24    slides,   2x2.   color, 
S14  20   CtiurchCrafi.  3312  Lindell  Blvd.,  St.  Louis 
^.  .Mo. 


the  feeling  or  the  ideas  of  the 
Christmas  story  which  they  might 
not  share  from  other  more  tradition- 
al sources  of  information,  such  as 
spoken   pieces  or  readings. 

.\fter  our  committee  reviewed  this 
series,  we  felt  sucii  reactions  as  these 
to  the  slides: 

'The  scenes  are  unusual  in  their 
presentation,  and  eacli  scene  antici- 
pates the  next  one.  This  presenta- 
tion makes  the  Christmas  stor\  much 
more  vi\id  because  children  can 
actuallv  'see'  the  story  with  more 
\i\idness  than  if  only  the  Scripture 
had  been  read  to  them.  Using  the 
Scripture  passages  plus  the  visualiza- 
tion of  those  Scripture  passages,  anil 
in  addition  the  singing  of  the  Christ- 
mas carols,  leads  one  to  believe  that 
this  is  a  combination  of  experiences 
which  would  make  Christmas  under- 
standable even  to  young  children.' 

.\nother— "When  we  have  a  learn- 
ing situation  in  which  the  attention 
of  children  is  almost  automatically 
focused  on  one  center  of  interest, 
where  in  the  semi-darkened  situation 
the  illuminated  pictures  on  the 
screen  are  the  only  thing  which  can 
hold  the  attention  of  the  youngsters, 
—then  we  have  a  concentration  of 
interest  which  we  just  don't  find  in 

(C  O  N  T  1  N  I'  E  D    ON     P  .X  G  F.     3  5) 


D  E   C   E   -M    B   E   R 


19  4  7 


13 


IIV  saw  v'ov  s^raj)lli(ally  tlint  tins  world  of  ours  is  capable  al  prodiu  iw^ 
cvcrytliittg  thai  men  need  to  make  them  comfortable— healthy— happy. 


WAR  IS  GOOD."  wrote  Ar- 
thur jaiitk  in  his  composi- 
tion on  "Can  W'c  Get 
I'tiniancnt  Peace,"  because  .  .  .  "it 
hi  iiif^s  out  new  inventions  and  ideas 
like  jet  propulsion  phiiies.  .    " 

"It's  human  nature  to  fiKlu,  ' 
echoed  Murray  Brown  in  his  paper. 
".\s  ions^  as  man  li\es.  war  lives.  .  .  ' 

"Is  world  peace  possible?"  con- 
( hided  Margie  Glenn's.  "Only  il  you 
<;et  the  lion  and  the  lamb  to  kiss 
and  make  up.  .    and  you  never  will!" 

This  was  the  sho(kingl\  cynical 
iheme  that  ran  through  H()%  of  the 
10  papers  1  marked  one  day  recently 
lor  mv  High  .School  English  1  class. 
Onlv  8  out  ot  K)  lelt  with  Will 
l.uhkin  that  "The  LI.N.O.  will  be 
om  saviour  Irom  war."  For  the  re- 
maining 32.  atom  bombs  musi  one 
da\  fall  from  the  sk\  as  inc\i)ral)l\ 
as  rain  itself. 


/  FICHT  FOR  PEACE 


By  Charles  G.  Spiegler 

Eng.  Teacher,  Seward  Park  U.S.  ami 
City  College-Evenings  Dir.  of  92nil 
St.'   y.M.C..4.    Film'  Eoruin,    N.Y.C. 


WITH  FILMS 


But  today  the  world  is  divided  by  "fetices"  into  little  patches,  each 
country  trying  to  have  ei'erything  by  itself— and  some  hai'e  too  jnuili 
^and  others  stance. 


When  I  put  down  the  final  com- 
position, I  was  almost  reach  to  con- 
cltide  with  the  prominent  educator 
who  had  written.  "Futmc  vvars  are 
not  onl\  possible,  bin  probable.  One 
of  our  tnajor  tasks  is  to  le-ediicate 
our  \oinh  to  an  understaiuling  of 
liinnan  nature  and  to  the  greai  liki- 
Hiiood  of  a  lutiire  war.  " 

Hut  1  louldn't  quite  get  nnsell  to 
•idmii  that.  After  all,  I  argued,  these 
10  boNs  and  girls  in  my  class  like 
I  he  7,000.000  'teen-agers  all  over  the 
(oinur\  vvere  kids  who  had  been 
bom  in  a  depression  and  raised  in 
a  world  that  knew  Hitler.  They  had 
come  into  earh  adolescence  during 
World  War  II  and  had  learned  only 
\esterday  what  the  atom  bomb  could 
do  to  a  Hiroshima  and  a  Nagasaki. 
This  was,  in  short,  a  generation  that 
had  seen,  heard,— even  felt  more  hu- 
man suffering  than  any  other  in  our 
historv. 


14 


SEE       AND       HEAR 


Surely,  1  insisted,  there  iiiiist  Ije  in 
such  a  generation  a  dccji  reservoir 
of  sympathy  for  the  si( k,  the  hinigr\, 
the  tired,  ilie  beaten  all  o\cr  the 
world;  a  reservoir  which  iHih;i])s 
had  nr)t  %ct  ht-vu  ade(|iiately  tapped 
despite  all  the  Neonien  ellorts  teath- 
crs  had  made  with  pamphlets,  books 
and  newspapers,  to  do  so.  Ma\be.  I 
concluded,  a  unit  with  properly  se- 
lected iiio\int;  pictures  could  make 
a  more  \i\id  aj)peal  than  other  me- 
dia had.  The  goal  was  worth  the  try. 

So,  armed  with  fi^e  films  and  a 
prayer,  we  set  out  ou  a  two-week 
project  to  fnit  the  skids  under  the 
theory  that  "Future  ivars  are  not 
only  possible  but  probable-"  This, 
1  felt,  we  cDuld  do  if  we  coidd  show 
.Artlun  )anek,  .Miuray  Brown,  and 
Margie  Glenn— the  housewives,  ilu 
teachers,  the  tloctors.  the  clerks,  tlu- 
a\erage  .-\iuericans  ot  tomorrow  that 
tfie  world  is  now  one;  that  the  death 
rattle  of  a  starved  Greek  child  or  a 
Polish  peasant  or  a  French  workii 
brought  the  sounding  oi  l)ills  whiih 
tolled  lor  all  ol  us. 

We  wanted  to  do  even  more  in 
those  two  weeks.  \\'e  wanted  to  re- 
mo\e    fore\er   that    frightened    look 

o 

from  the  face  of  Gynette  C^ynerman, 
a  refugee  child  in  class  who  for  six 
months  before  her  arrival  to  Ameri- 
ca had  lived  a  hunted  life  in  a  Berlin 
cellar.  She  must  be  assured  thai 
these  things  could  never  happen  lo 
her  or  hers  again.  W'e  wanted  [ack 
O'Rilev,  whose  brother  lies  emotion- 
ally and  physically  wrecked  in  a 
Veterans'  Hospital,  to  become  con- 
vinced that  there  w'as  some  way  to 
prevent  all  this  in  the  future.  W'e 
wanted,  above  all.  to  break  down  an 
adult  cynicism  about  lite  alrcadv  so 
patent  in  our  voiuigsiers. 

We  began  with  Walt  h  Tower  0-,'ey 
Tomorrow  *  the  fdin  which  explains 
the  plans  for  world  security  as  drawn 
up  at  Dumbarton  Oaks.  (This  was 
followed  immediately  bv  the  film- 
strip,  The  i'niled  Xtitions  Charter  * 
the  narration  for  which,  recited  by 
a  student,  begins:  "To  have  a  binld- 
ing  you  need  a  framework,  a  skele- 
ton, a  structure  to  build  upon,"  and 
ends  with,  "It  is  the  people  who 
must  pay  if  the  structure  fails.  We 
can  stand  bv  idlv  doing  nothing,  or 
we  can  work  together  to  see  that  the 
structure  is  built  of  the  steel  of  inter- 
national friendship  for  the  security 

'  Sonne:    II    min..   "I caching    Film   Custodians.  25 
W.   4rd   St..   New    York    18.   N.Y. 
•  Source:    73   frames.  $3.00.   Film    Publishers.   Inc.. 
25  Broad  St..  New  York  4.  NY. 


and  |)eacc  of  all  mankind.") 

The  opening  of  Watc  htower  was 
unexciting  enough.  There  were  the 
usual  appeals  and  pleas  for  a  better 
world,  imity,  cooperation,  so  nobly 
expiessed  bv  Mr.  Stettinius.  Interest, 
however,  grew  when  we  reached  the 
scene  in  the  bus  when  the  "manual 
laborer"  meets  up  with  a  representa- 
tive of  the  white  collar  class. 

.\s  thev  chat  with  each  other,  as 
tluv  raise  the  c|uestions  which  an 
entire  world  has  on  its  lips;  "Will  ii 
work?  "  "How?"  they  become  the 
world's  (juestioners  with  whom  a 
class  can  identify  itself. 

The  film  answers  all  tjuestions 
with  animated  diagrams  and  with  a 


because  it  was  all  a  dream— impos- 
sible to  come  true..  .  ." 

"1  thought  ihe  film  was  a  most 
beautiful  thing  which  the  world 
could  realize,  but  how  could  all  this 
work?" 

"I  lliiiik  liure  would  l)c'  loo  manv 
vvalkouts  for  the  UiNO  to  succeed..  . 
It  ran  too  smoothlv  to  h;i])])cn  in 
real  life." 

.\p])roxiiiiaicly  TO"^,  of  the  class 
still  wrote  in  this  vein;  with  the 
oihei'  10%  lornierly  in  the  "War  Is 
Inevitable"  camp,  a  change  in  feel- 
ing was  evolving.  Some,  like  Ger- 
trude Brown  were  coming  into  the 
new  camp  with  extreme  caution. 

".\Iy  opinion  that  war  was  inevi- 


Ciiu    the    i  uitfd  Xnlions   help   u.si'    Mayhc.   ij    the    ihiii'^s    they   phni    are 
RFALLY  understood  and  "lived"  by  all  of  us. 


splendid  scene  where'  a  potential 
"wrecker"  of  the  world's  juace  vv;dks 
oui  ol  ihe  Securilv  C^)uiuil  willi  an 
aiigiv  sneer  on  his  lijjs,  and  with 
iuieiii  to  make'  war,  in  his  heart. 
How  the  United  Nations  dealt  with 
such  a  character,  representing  such 
a  nation,  brought  some  healthy  re- 
actions from  the  class. 

The  cheers  were  short-lived,  how- 
ever, lasting  only  until  the  time 
came  for  a  second  composiiion. 
There  were  still  too  manv  of  the 
80%  whom  we  were  trying  to  reach, 
who  wrote  like  this: 

"Yesterday  when  the  'dreamlike' 
Watchtower  Over  Tomorrow  was 
shown,  it  was  all  fine  and  well.  Biu. 
the  film  did  not  change  my  mind. 


table  changed  ever  so  slightlv."  she 
adiiiiis.  "II  this  ])Ian  coidd  leally  be 
carried  out  there  would  be  peace. 
//.  iiiiud  you.   I  say  j'/I" 

1  hat  was  enccjuraging! 

Pearl  Klever  who  only  a  few  days 
back  had  written,  "\Vhy  'kid"  our- 
selves by  saying  wars  can  be  pre- 
vented..." was  now  thinking  and 
saving  otherwise.  In  a  composition 
entitled,  "I  Changed  My  Mind,"  she 
said.  "Now  I  see  things  through  a 
dillerent  view.  If  any  countrv  would 
walk  out  on  the  UNO,  all  communi- 
cations would  be  cut  off  frcjm  that 
country,  all  f(X)d,  fuel  and  other 
supplies.  Before,  I  didn't  think  it 
v\as  possible  to  choke  olf  a  countrv 

(  C  ()  N  T  I  N  f  I.  U    O  N  !•  .\  c;  E    3  2) 


DECEMBER 


19  4  7 


15 


A  FIELD  OK  (.R()\V1\(.    IMPORI  ANCK    IN    SCHOOL   PROCiRAMS 

Report  on  Educational  Recordings 

V    TWOPART   SI  RVEY    BY   THE   EDITORS   OF   SEE   &   HEAR 


EDLCAI  KXNAL  RECORD 
ings  arc  not  a  new  idea.  For 
many  )cars  |Mogrcssi\ c  schools 
liavc  iilili/ctl  records  for  supplenien- 
larv  aid  in  music  insiruction.  lan- 
Hiiages  and  literaune.  But  ilic  main 
drawback  to  their  witle-siMcad  ado))- 
lion  has  been  tlie  scarcity  of  good 
lecordings  on  sidjied*.  other  thati 
nitisic. 

This  ])ast  year  has  seen  not  only 
a  much  greater  interest  aroused 
among  schools  for  gcjod  audio  ma- 
terials, i)ut.  for  the  first  time,  a  de- 
cided interest  in  the  Held  by  the 
major  recoiding  (omp.inies.  Look- 
ing back  o\er  ilu  dies  of  new  ma- 
terials regtdarh  |)ublished  in  Si^K  R: 
Hi  AK  during  the  past  year,  we  find 
many  outstanding  new  recordings 
which  can  be  used  as  teaching  aids 
in  the  schools. 

1  he  altitude  ol  the  lecording  com- 
panies is  impoitaiu.  In  order  for 
schools  to  make  leiorilings  a  useful 
educational  tool,  the  supply  of  good 
records  must  be  regulai  and  constant. 
.\iid,  inversely,  in  order  for  the  rec- 
ord companies  to  be  able  to  produce 
(|uaiiiities  of  good  leaching  aids,  they 
must  be  assured  of  a  demand. 

Ski-:  &  Hiak  belie\es  in  the  inte- 
graied  use  ol  ail  tools  lor  learning 
within  I  Ik-  vdiool's  budget.  To  the 
school  with  a  small  ap])ropriation 
lor  teaching  aids,  recordings  are  a 
])ai  ticiilaih  happ\  choice  to  Stan  a 
good  auclio-\isual  jiiiigram.    Recoicl 


|)la\ers  and  recordings  are  not  ex- 
pensive, and  a  great  main  are  now 
a\  ailablc-. 

♦  Recciuh.  we  \  isited  Louis  L'nter- 
niever  for  a  talk  with  the  noted 
poet  and  anthologist  about  the  vahu 
and  suggested  usages  of  educational 
recordings.  Mr.  Lnternieyer  is  now 
editor-in-chief  of  Decca  Records.  Inc. 

"We  find,"  Mr.  Lliitermeyer  said, 
"ihat  ill  e\ery  student  group  some 
iiidi\  iduals  have  a  decided  resistance 
to  reading.  They  find  it  ^■ery  hard 
to  become  interested  in  good  litera- 
ture and  poetry,  and  consider  it  to 
be  extremely  dull. 

"In  this  sort  of  instance,  the  \alue 
of  educational  recordings  becomes 
apparent.  \Ve'\e  seen  it  happen 
time  and  again.  Lake  Moby  Dick. 
one  of  the  greatest  novels  e\er  pro- 
duced in  this  country— it's  a  heaw, 
formidable  looking  book,  a  book 
very  likely  to  scare  awa\  many  a\er- 
age  literature  students.  Instead  of 
forcing  such  a  book  upon  a  class 
with  instructions  to  read  Chapters 
1  and  2.  how  iiuich  better  to  arouse 
an  interest  beforehand.  Our  Moby 
Dick  album  was  designed  for  this 
purpose.  Charles  Laughton  enacts 
memorable  scenes  from  Mehille's 
dramatic  work  with  a  musical  accom- 
paniment from  a  score  by  Victor 
Young.  .-V  dramatization  of  this  type 
ser\es  the  purpose  of  |X)iniing  up  ihe 
\isual  viewpoint  of  the  story— you 
hear  the  sound  of  a  storm  at  sea, 
and  \()ur  imagination  can  easily  see 
ihe  storm's  fury.  You  identify  the 
characters  of  the  book  with  people 
\ou  know,  and  can  visualize— cverv- 
one  knows  Charles  Laughton. 

"Kill  the  \alue  of  the  book?  .\oi 
ai  all.  How  much  better  for  a  stu- 
dent to  open  a  book  with  a  real,  pre- 
conceivecl  interest  in  it.  than  luereh 
to  read  a  "dull,  uninteresting'  class 
assignmeni.  Ihe  records  ha\e  been 
carefully  prepared  ikiI  to  be  a  con- 
densation of  the  sUjr),  but  a  series 
of  dramatic  excerpts  designed  lo  lead 
ihe  listeners  into  the  book.  Planned 
lor  the  same  j)urpose  c)f  dramaii/ing 
good  literature  are  I.osI  Horizon, 
(lour  1)\   Ronald  Coleman,   'rrcdsiirr 


Islund.  done  by  Thomas  MitchA'. 
'/■/(('  H(ij>l)y  Prince,  done  by  Orson 
Welles  and  Ring  Crcjsby,  Rip  Van 
\\  inklr.  done  by  ^Valter  Houston, 
and  main  others. 

'Hul  our  purpose  is  noi  only  to 
pro\  ide  literature  recordings;  natu- 
iall\  music  will  always  have  a  place 
in  the  school  curriculum,  anci  the 
world's  finest  music  is  always  avail- 
able in  unlimited  cpiantities  on  rec- 
ord. Besides  the  famous  works  by 
the  lamous  artists  and  symphonies. 
we  ha\c-  produced  groups  of  records 
to  deiiioiistiate  the  \arious  types  of 
iiislMiments— s  1  r  i  ii  g  s.  woodwinds. 
brass  and  percussion. 

"For  \ery  \oiing  children,  wc-  lia\e 
prepared  nursery  ih\mes  and  chil- 
dren's stories  such  as  Snoxv  White 
and  Raggedy  Ann. 

"Hisiorv  seems  to  come  alive  when 
\ou  hear  the  great  speeches  of  Jetler- 
son,  Lincoln.  Roosexelt,  Tom  Paine, 
Patrick  Heni\  and  Daniel  Websier 
deli\erecl  b\  Orson  Welles,  or  lIu 
collections  ol  French  writings  on  de- 
mocracy rendered  b\  Charles  Boyer. 
"These  beginnings  in  our  educa- 
tional series  ha\e  been  wonderfulh 
recei\ed.  AVe  know  there  is  a  de- 
mand for  more  good  recordings  and 
i\e  are  very  busy  now  in  preparing 
new  material.  Naturally,  we  want 
to  record  first  the  materials  which 
are  most  needed,  and  we  ha\e  turned 
to  the  educators,  themsehcs.  lo  tell 
us  of  their  needs.  " 

Mr.  Untermeyers  report  on  acii\i- 
lies  at  Decca  is  dii])licatecl  ai  the 
other  large  recording  studios.  Far 
more  than  being  merely  a  prestige 
product,  educaiional  recordings  are 
a  good  and  lasting  business.  We  ma\ 
expect  main  good  recorded  teach- 
ing aids  lo  l)c-  produced  dining 
1947.* 

RCA  Victor  Cites  Progress 
♦  W.  H.  Knowles.  Manager  of  the 
Educational  Depaitment  ai  RC:.\ 
\'ictor,  greeted  us  with  the  enlhusi- 
asiic  comment.  "Our  compain.  as  of 
course  vou  know,  has  always  had 
tremendous  faith  in  the  \aliie  of  re- 
cordings for  educational  purposes. 
.\s  in  the  case  of  other  audio  \  isiud 
cciuipmcni  lor  school  use,  we  beliexe 
llial  plion()gra])li  records  const iliile 
a  \aliial)k'  teaching  tool." 

l.alcsi    i\idencc'  of  the  compan)'s 
(c:  o  N   I   1  N  1    r  i>    o  N    V  \  r.  i     2  5) 

•  It  has  1)1111  imiulv  iLpDltcil  Ill.ll  I  lie  .\liu-li- 
CMl    li<iok    C:riiili.">>    "iH    ilisliibiilc   Dccia    Rnords 

m    rlu     I'diK.'iliim.il    liiUl. 


SEE      AND      HEAR 


iKHiii  mm"^  ©iKg^Dn 


ol  Audio-Visual  Use 


IN  ONE  HUNDRED  SCHOOL  SYSTEMS 


A  SURVEY  OF  CURRENT  AND  FUTURE 

UTILIZATION  OF  AUDIO-VISUAL   MATERIALS 

IN  ONE  HUNDRED  AMERICAN   SCHOOL  SYSTEMS 

AND  STANDARDS  FOR  LOCAL  STUDY 


By  C.  H.  Tablet 

Uiredi)},  Audiol'iiual  Education, 
Massilluii,  Ohio,  Public  Scltools 


IN  THE  MIDST  of  any  growing  trend  of  method 
in  education,  it  is  periodically  necessary  to  stop 
and  measure  that  growth.  This  report  is  a  meas- 
ure of  the  current  status  of  utilization  in  audio-visual 
education  and,  more  important,  a  questioning  look 
ahead— 10  years  ahead,  to  see  where  school  systems 
believe  they  want  to  be  in  use  of  audio-\isual  materials 
at  that  date,   1957. 

In  this  study  100  school  systems  make  reports.  In 
order  to  compare  practices,  current  and  future,  a 
"common  ground"  for  consideration  of  utilization, 
equipment,  materials,  and  finance  is  necessary  so  that 
we  will  have  a  beginning  point  against  which  to 
measure  what  we  are  doing  with  audio-visual  instruc- 
tion in  our  local  school  systems. 

In  a  study  of  present  practices,  future  anticipated 
needs,  and  an  optimum  program  in  audio-visual  ma- 
terials, measurement  has  been  made  possible  by  gather- 
ing and  analyzing  data  secured  from  100  school  systems 
in  the  United  States  with  enrollments  of  from  400-600; 
5,000-7.500;  and  25,000-35,000  pupils.  These  data  were 
secured  by  survey  and  covered  57  items,  each  with 
multiple  choices  to  provide  for  the  extreme  practices 
in  audio-visual  service.  Double  marking  to  show  present 
practice  and  the  future  anticipated  practice  as  of  1957, 
not  only  sanqjled  present  status  but.  more  important, 
predicts  a  quality  of  planning  for  the  future. 

To  allow  for  the  extremes  so  that  marking  could 
be  done  by  all  and  also  that  those  same  le\els  of 
reference  could  fit  any  program  existing  or  likely  to 
exist  within  ten  years,  utilization  ratios  were  set  up 
for  each  type  of  audio-visual  presentation  with  a  range 


from  "no  use"  or  "none,"  to  use  once  in  fi\c  situations, 
(1:5).    _ 

Ratios  of  use  were  expressed  in  relation  to  the 
total  opportunities  for  use  possible  and  in  terms  of 
the  whole  school  system  rather  than  subject  depart- 
ments. The  length  of  time  that  use  was  made  of  any 
one  audio-\isual  type  during  a  class  meeting  was  held 
not  to  be  significant.  A  situation  was  identified  to 
mean  a  meeting  of  a  class.  Six  possible  class  situations 
per  day,  per  teacher  xoas  set  up  as  a  base  from  which 
to  determine  ratios. 

Standards  for  measurement  of  utilization  are  based 
ujjon  the  following: 

a.  Practice  existing  in  school  year  1947-48. 

b.  Practice  anticipated  within   10  years. 

c.  Use  ratios  expressed  for  each  type  of  audio-\  isual 
presentation. 

Multiphing  the  number  of  teachers  in  a  school  or 
system  by  6  we  ha\e  the  total  number  of  class  meetings 
per  day  in  that  school  system.  Multiplying  this  total 
by  5  we  have  the  weekly  situations.  Multiplying  the 
daily  base  by  the  number  of  days  school  is  in  session, 
we  have  the  yearly  situations.  Dividing  the  daily, 
weekly,  or  yearly  utilization  by  the  total  possibilities 
gives  a  rather  accurate  ratio  of  use  so  that  existing 
performance  can  be  measured  objectively  against  a 
standard. 

How  School  Systems  Reported 

The  manner  of  reporting  existing  practices  was 
accomplished  on  the  basis  just  described.  Future  prac- 
tices were  reported  in  terms  of  improved  and  antici- 


patcd  ratios  of  use.  Once  a  school  system  reported 
current  use  practice,  the  next  step  was  to  ask  that 
same  system  to  look  critically  at  the  status  and  to 
describe  use  practices  which  they  believed  could  be 
achieved  within  a  ten-year  period. 

Example:  A  25-teachcr  school  would  have  150  pos- 
sible situations  daily  to  use  some  type  of  audio-visual 
presentation.  (6x25)  This  same  school  would  have  750 
weekly  opportunities  for  audio-visual  ])resentaiion  or 
in  a  180-iday  year  would  have  27,000  such  situations. 
With  an  average  of  7  projections  daily  for  motion 
pictures  in  classroom  situations,  the  relationship  is 
7/150  or  about  1:20.  If  the  utilization  is  known  for 
THE  WEEK  to  be,  for  example,  but  7  projections,  we 
have  a  relationship  of  7/750  or  about  1:100  ratio  for 
utilization. 

The  use  of  the  same  technique  can  be  made  in  any 
size  school— complete  small  town  units  or  in  large 
systems  where  utilization  at  each  school  building  is  the 
concern. 

Standards   Must  Be  Chosen 

It  is  difficult  to  establish  arbitrarily  what  should  be 
an  optimum  program  in  audio-visual  communication 
in  education.  To  the  end  that  it  should  be  reasonably 
adequate,  it  is  assumed  that  the  following  objectives 
or  standards  of  use  are  representatix'e.  To  be  sure, 
there  are  some  departments  making  use  of  audio-visual 
materials  to  an  extent  that  the  utilization  ratio  is  quite 
liigh  whether  the  use  be  for  motion  pictures,  slide  films, 
3i4"x4"  slides,  opaque  materials,  radio,  transcriptions, 
museum  materials,  or  excursions.  There  are  likewise 
some  departments  where  utilization  is  at  the  lower 
extreme,  or  "none."  To  provide  a  base  or  point  of 
reference,  the  following  optimum  performaiice  stand- 
ards are  set  up: 


UTILIZATION 


a.  To  make  motion  pictures  available  for  classrooi 

use  one  situation  out  of  five.    1:5 

b.  To  make  slide  films  or  2"x2"  slides  available  fc 

classroom  use  one  situation  out  of  five.     1:5. 

c.  To  provide  for  the  making  of  motion  pictures  i 

terms  of  school  needs;  i.e.,  depicting  local  schtx 
activities. 

d.  To  allow  for  one  school  trip  per  teacher  per  da; 

per  semester,  or  2  per  year. 

e.  To  make  3V4"x4"  glass  slides  available   for  clas 

room  use  one  situation  out  of  twenty.    1:20 

f.  To   provide   for   and   make   2"x2"   slides   of   loq 

significant  material. 

g.  To  use  radio  once  in  five  situations.    1:5 

h.   To  provide  recordings  and   transcriptions   for  u> 
once  in  five  situations.    1:5 

i.  To  provide  for  use  of  opaque  projector  and  mi' 
terials  once  in  twentv  situations.    1:20 


The  midpoints  for  each  type  of  audio-visual  ut| 
tion  show  the  present  practice  and  future  pla( 
practice  on  a  general  basis  (without  allowing  foil 
>>ptcial  departmental  uses). 


CHART  I 


Present  (1947)  and  future  (1957)  anticipated  use  of  eight  types  of  audio- 
visual materials  as  reported  by  100  .American  school  systems.  (.\11  utilization 
data  in  terms  of  1,080  possible  use  situations  jx-r  teacher,  per  school  \ear.) 


USES  PER  YEAR* 


^        CLASSROOM  MOTION 

IM.  PICTURE 


2"x2"  SLIDE 


3i4"x4"  SLIDE 


OP.AQUE  PROJECTOR 

RADIO  AND  PUBLIC 
ADDRESS 

RECORDING 
AND 

tran.sc;ription 
museum  .materi.\l 


FIELD  TRIP 


Current  use   1917 
=   Anticipated  use  by   1957 


B>     19:)7    these    100   school 
systems    plan    to    increase 


general  use  of  audio-visuni 
materials  (iOO' 


•  On   tlie  basis  of  six  class  sitiialiuns  per  icatlici .  pti 
day,  or   1,080  situations  per  school   )ear  of   36   weeks. 


T  A  >  D  A  R  D  S 


fo  allow  for  the  making  of  recordings  and  tran- 
scriptions of  local  significance. 

Fo  provide  exhibit,  nmsetim  material  for  T«eek"5 
avaJlabilitT   to  a  class.    (3  dav^),    1:50 

fo  make  turntable  available  for  use   1:3  teachers. 

Make  all  materials  readilv  available  and  accessible 
with  the  lea^t  effort  and  loss  of  time  on  the  part 
of  the  teacher. 

ro  produce  materials  not  elsen-here  available. 

fo  provide  the  teacher  with  all  a.sMsrance  necessarv 
in  the  effective  use  of  these  materials. 

Ho  evaluate  the  program  toward  constant  improve- 
ment  and  atilitv. 

Fo  fjermit  mass  audience  assemblies  with  proper 
control  of  sound. 

o  allow  for  adminiscrauve  contact  with  all  schoob 
for  general  information  and  dJiectiotL 


i  reveab  a  great  anticipated  growxh  in  the  use 
io-visual  materials:  however,  the  growth  is  still 
accord  with  opumom  standards  of  use  which 
bor  would  like  to  see  approached. 


100  -Vmerican  School  Systems  Rep>ort  On  Utilization 
Both  Current  and  Planned 
Data  received  from  100  United  States  ■  hool 

systems  revealed  current  use  ratios  for  the  several  types 
of  audio-iisual  materials  zthich  are  significant  in  their 
relation  to  the  ahm-e  selected  standards.    Very  hopeful 
and   entirely    f  oking  is  the  estimate   vhich 

these  same  sch>,..  .....ms  make  of  their  needs— needs 

set  up  as  goals  for  attainment  ten  years  hence— in  1957. 

The  foregoii^  optimum  [M^ognnn  of  objectives  is 
given  as  a  base  or  point  of  reference.  The  satisfaction 
and  results  obtained  with  less  or  the  accomplishments 
>inth  more  are  not  consideratioRS  here.  The  listing 
does  permit  a  generalized  standard.  With  this  optimum 
or  standard  and  median  utilization  data  secured  from 
100  reprresentative  school  systems,  ve  are  in  a  position 
lure.  T%'e  can  measure— "What  are  tee 
nool  system  in  relation  to  what  is  bf  _  _.  ? 
generally^  or  "What  are  ve  doing  in  our  subject 
departments  in  relMion  to  tehat  is  being  done  in  other 

system^ 

•  «  * 

.Applring  These  Standards  to  Your  School 
This  report  repeals  itatu-s  and  anticipated  use  of 
audio-%i$ual  materials  in  100  school  ssstems  of  the 
United  States.  The  standards  and  current  and  future 
use  make  objectise  measures,  however,  against  which 
any  school  ssstem  can  compare  itselL  You  can  measure 
your  school  system  or  department  h-<-  malinz  these  sim- 
ple calcnlatiops 

1.  Determi--  dailv,  weekly,  tvi:. 

FcM'aclass  5,  =  d.^   ■  . .. 

^COXTIXL'ED     ox     NEXT     r.%CE) 


CH.ART   II 


T^TE  OF 

AUDIO- VISUAL 

MATERIAL 


1947 

CURRENT 


U>E 


1957 
FUTURE 
ANTICIPATED    I. 


>E 


STANDARD 
USE 


Mcrriox  picrruRE 


one  hundred 
dassroofn  situatiorx.> 


twemy 
danrom  sitnaiioiw* 


1 :  J    ijDe  use  m  j 
c!js-T'>jm  situations'' 


1:300  situations 


1:30  situations 


l-o 


J^i-rf"  SUDE 


'.4QIJE  ntojEcrrcHi 


1:30«) 


1:75 


1:20 


%DIO  AND  PUBUC 
.4IHMIES5 


RECXMtDINC 
AND 

nLANsaumoN 


L'SEUM  MATERI.VL 


nELD  T»IP 


l:yr 


1:30 


1:5 


\^yO 

1 

1:100 

! 

1 

■   -'■ 

\  .  A! 

■  :  .#  1 

V.'y.y 

1 

1:100 

/» 

I 

1:340 

-e      per  teacher  per  scabcstci 
a      tkipaied  to  be  beyond  \i. 


rd. 


For  a  school:    6  times  teachers  for  daily  base. 
5  times  daily  base  for  weekly  base, 
weekly  base  times  weeks  for  yearly  base. 
For  a  system:    same  as  for  a  school  building. 
(This  provides  the  maximum  opportunities  or  situa- 
tions or  class  meetings  for  some  kind  of  learning  with 
some  kind  of  presentation.) 

2.  Compare  local  performance  against  present  average 
status,  anticipated  future  performance,  or  present  stand- 
ard performance. 
Example: 

A  school  has  25  teachers,  classes  meet  once  daily,  school 
is  in  session  30  weeks. 

a.  Daily  base  is  150  meetings.     (6x25  teachers.) 
Weekly  base  is  750  meetings.    (Daily  150,  times  5) 
Yearly  base  is  22,500  meetings.    (Weekly  750,  limes  30) 


b.  1:100  utilization  of  motion  pictures  times  base  of 
150  gives  local  utilization  of  li/o  projections  needed 
daily  to  equal  present  median,  or  7i/2  projections  weekly, 
or  225  projections  yearly. 

1:20  utilization  of  motion  pictures  times  base  of  150, 
750,  or  22,500  gives  local  utilization  of  71/2  projections 
needed  daily  or  371^4  projections  weekly,  or  1,125  pro- 
jections yearly  to  equal  future  median  standard. 
1:5  optimum  utilization  of  motion  pictures  times  base 
of  150,  750,  or  22,500,  gives  local  utilization  of  30  pro- 
jections needed  daily  or  150  projections  weekly,  or  4500 
projections  yearly  to  equal  opliinum. 

Corresponding  uses  made  of  any  other  type  can  be 
applied  when  once  the  base  is  established.  When  utili- 
zation is  established,  the  next  stej)  is  to  consider  needs 
of  equipment  and  materials.  This  will  be  the  nexi  con- 
sideration. 


MATERIALS  REQUIRED 

One  inch  angle  iron  for  uprights. 

One  inch  by  one-eighth  inch  band  iron  for 
reel  bracing. 

One   inch   thin   walled   conduit   for  push 
handle. 

Two   pieces  of   twenty-by-twenty-six   inch 
bv  one-half  inch  plywood  for  platforms. 

One-quarter  inch  round  rod  for  cord  reel. 

Four  rubber  tired  coasters,  at  least  three 
inches  in  diameter. 


By  Victor  H.  Schmiit 

In  charge  of  Visual  Instruction 
fVest  Allis   IVisconsin  School  of  Vocational  and  Adult  Education 


PROJECTORS  ON  WHEELS 


I.\  VOLR  SCHOOL  do  \oii  lia\e  the  problem  of 
carrying  heavy  projection  ecjiiipnient  from  one 
end  of  the  school  to  the  other?  In  the  West  .Allis 
School  of  \ocational  and  .Adult  Education,  we  bring 
tlic  ■■mo\ie'"  to  the  classroom  by  having  the  ecpiip- 
nient  on  wheels.  Our  machine  shop  and  the  welding 
department  built  carts  which  would  enable  us  to 
move  e(]ui])ment  into  any  classroom  and  set  it  uj)  loi 
use  in  fne  minutes  or  less.  Each  teacher  is  irainetl  in 
the  proper  handling  of  e(}iiipmcnt,  and  now  the 
"movie"  takes  its  place  as  a  teaching  aid  with  much 
less  difficulty  than  it  did  when  e(]uipmcnt  had  to 
i)e  caiTied. 

The  carls  have  also  sui't'd  materially  in  the  cost 
of  repair  of  amplifier  units  and  replacement  of  pro- 
jector lainj)s.  Since  there  is  no  longer  an\  reason  or 
need  to  jar  the  projector  itself  in  transporting  it,  the 
possibility  of  damage  to  sensiii\e  mechanisms  is 
greatlv    diminished. 

In  schools  which  do  not  liave  ele\alors  to  move 
e<piipment  from  floor  to  floor,  the  cart  should  be 
niade  with  handles  on  either  side  so  that  it  could  be 
carried  "litter-like"  u])  or  down  stairways. 

Hire  is   the  completed  pmjector  stand   hittll   in 

the   sliops   of   the    West    Allis   School    to    the 

specifications  outlined   by   the  author  and 

illustrated  at  tlir  lop  of  this  page.    Other 

excellent   stands  similiar  to   this   one 

may  be  purchased  ready-made  from 

commercial  sources. 


DECEMBER     •     19  47 


21 


This  group  of  Omaha  students  is 
working  on  the  radio  program , 
"Everyday  Science."  It  was  built  in 
cooperation  with  the  City  Health 
Department  and  was  titled  specifi- 
cally, "Under  the  Microscope." 


TO  UNDERSTAND  why  Oma 
li;i  and  some  of  its  neighbors 
arc-  not  nicmbers  of  the  "May- 
ll()^\^^  crew  in  educational  radio," 
one  must  look  at  rhe  map.  Deep  in 
the  bosom  of  the  nation,  Nebraska 
lies  rather  well  sheltered  from  the 
"winds"  that  tug  at  the  coastal  out- 
skirts. While  they  go  about  putting 
"First  things  first,"  Midwesterners 
oiten  lake  their  time,  squint  into  the 
distance,  and  chew  their  straws  med- 
itativeh  before  coming  out  with 
full-fledged  adoption  papers  for  the 
])iecocious  infant,  radio. 

Vhh  newcomer  made  its  appear- 
ance in  the  Omaha  school  system  in 
the  spring  of  1944  with  all  the  fore- 
;\arning  of  an  accideiu.  One  day 
tlicrc  was  no  such  thing.  The  next 
(hi\  the  superintendent  annoimced 
lo  a  newly  formed  radio  committee 
iliai    iliere  was!    Station   KOWH,  a 


network  affiliate  owned  and  oper- 
ated by  the  Omaha  World  Herald, 
had  offered  the  schools  free  time, 
(hoice  time  in  fact,  with  all  the 
"trimmings."  And  those  trimmings 
were  not  to  be  sniffed  at!  Available 
to  the  schools  were  to  be  the  help 
of  radio  personnel,  transcription 
ser\ice,  daily  pidalicity,  printed  pro- 
grams, and  provisions  for  rehearsal. 
It  was  a  good  deal  for  the  schools, 
bin  what  to  do  with  it"-  There  was 
no  time  for  temporizing  since  the 
(nsi  program  was  to  be  aired  the 
next  week.  The  general  theme  of 
the  broadcasts  was  hoped  to  be  anti- 
dotal in  effect  to  juvenile  delin- 
cjuency. 

}u\enile  delincjuencv  was  an  old 
song  for  the  schools.  All  the  com- 
mittee had  to  do  was  find  new  words 
for  it,  which  it  did  under  such  bra\e 
program    titles    as    "Little    Things 


Coinit,"  "Leave  It  to  Youth,"  Pre- 
\iew  of  a  Citizen."  The  title  of  the 
series,  "^\'e  March  ^\'ith  Faith,"  was 
suggested  by  a  high  school  student, 
and  it  set  the  theme  in  the  minds 
of  the  listening  public,  as  it  was 
optimisticallv  referred  to. 

At  last  everything  was  on  paper. 
Only  the  task  of  getting  on  the  air 
remained,  and  this  was  accomplished 
with  all  the  lost  motion  of  too  man\ 
cooks.  Every  week  a  dilferent  group 
of  people  in  a  different  school  broke 
socf  only  to  learn  how  much  harder 
it  is  to  write  a  short  script  than  a 
long  one,  how  much  practice  is  re- 
qinrcd  to  write  for  the  ear  rather 
than  car  and  eye,  how  much  effort  it 
takes  to  get  a  cast  "off  the  stage" 
and  up  to  the  microphone  in  its 
technique:  in  short,  HOW  MUCH! 

The  first  series  closed  on  a  happier 
and  %\'iser  committee.   The  members 


Here  a  group  is  slioxrn  listening  In  a  re- 
cording of  a  rehearsal  prior  to  the  final 
broadcast  ox'er  an   Omaha  station. 


RADIO 


OMAHA  PATTERN 


By  Mary  Dale  Steele 

Radio   Program    Director, 
Omaha  Public  Schools 


22 


SEE      AND       HEAR 


The  most  successful  series  is  pro- 
duced under  the  heading  suggested 
by  one  of  the  local  high  school  stu- 
dents: "We  March  With  Faith."  To 
date,  this  series  has  been  produced 
oi'cr  a   three  and  a   half  year  span. 


had  pitKliited  creditable  shows  which 
were  dramatic  and  in  good  taste. 
Tlie\  had  usetl  a  few  drops  of  the 
"stuff"  tliat  is  supposed  to  make 
people  listen  without  throwing  in 
the  whole  bottle.  .\nd  people  lis- 
tened! There  was  evidence,  too,  that 
listeners  gathered  from  the  drama- 
tizations an  idea  of  the  underhing 
prograin  of  the  schools  in  training 
for  citizenship  even  as  some  dis- 
missed the  show  with  a  twist  of  the 
dial  and  the  succinct  commenl. 
"Propaganda." 

■^es,  the  committee  was  happici. 
hilt  it  was  far  from  satisfied.  Radio 
can  and  must  do  more:  so  with  a 
few  life-giving  \itamins  from  the 
budget,  the  committee  set  out  first 
of  all  to  give  a  semblance  of  struc- 
ture to  the  entire  effort  in  radio. 
.\  program  director  was  appointed 
and  gi\en  the  assignment  of  plan- 
ning programs,  writing  or  obtaining 
scripts,  and  producing  the  broad- 
casts. The  committee  assumed  the 
task  of  making  radio,  both  local  and 
national,  a  service  to  the  classroom 
and  to  the  home  listener.  That 
assignment  is  now  extending  into 
other  considerations  which  include: 
listening  standards,  curriculum  en- 
richment, a  transcription  library,  re- 
ceivers for  every  school,  and  the 
more  remote  prospect  of  an  educa- 
tional station. 

.Meanwhile,  Station  KOWH  has 
extended  its  offering  of  time  on  the 
air  so  that  we  now  have  the  superin- 
tendent's broadcast,  which  is  made 
by  direct  wire  from  his  desk,  and  a 
weekh.  high-school  forum  and  2:.^0 
p.m.  time  "across  the  board"  allo- 
cated to  transcribed  or  live  broad- 
casts   bv    the    public    schools.     "We 


.Marth  \Viih  Faith''  now  covers  a 
number  of  program  types,  but  con- 
tinues under  its  original  title  prin- 
( ipallv  because  it  has  established  it- 
self locally  under  that  caption  in  its 
lifetime  of  three  and  a  half  years. 
The  highlight  of  its  career  came  in 
April,  1946,  when  the  program  series 
and  Sation  KO\\'H  were  selected  for 
a  Pcabody  .\ward  by  the  University 
of  Georgia  and  the  National  Asso- 
ciation of  Broadcasters. 

But  whatever  the  i\pe  of  ]>r()grani. 
ilu  i)roadcasters  constantly  bear  in 
ininil  the  fact  that  they  are  using 
the  facilities  of  a  commercial  station, 
whidi  implies  certain  standards  of 
prcjduction.  Programs  must  point 
toward  an  educational  objective, 
certainly,  but  they  must  do  it  with 
some  of  the  tricks  of  the  radio  show- 
man. This  is  a  good  thing  for  teach- 
ers, who  have  become  a  little  spoiled 
by  the  fact  that  they  are  provided 
\viih  a  classroom  audience  which  is 
bound  by  custom  and  courtesy  to 
listen  regardless  of  the  quality  of 
the  presentation.  Effective  classroom 
teachers  ha\e  always  used  the  tricks 
of  good  showmanship.  B\  instinct  or 
design  they  have  known  how  to  cap- 
lure  interest  and  encourage  partici- 
pation. This  artfulness  is  indispen- 
sable to  the  program  builder,  script 
writer  or  broadcaster. 

The  use  of  the  commercial  station 
for  school  broadcasting,  however, 
places  still  another  consideration  be- 
fore the  radio  committee.  Obviously, 
the  programs  cannot  be  tied  closely 
to  the  subject  matter  of  the  curricu- 
liun  since  the  topics  must  have  wide 
appeal,  or  there  is  little  reason  for 
applving  the  broadcasting  method 
to  them.    However,  if  schools  are  to 


invest  time  and  money  in  radio,  that 
mediiun  must  do  an  educational 
"job"— one  that  is  abcjve  and  more 
effective  than  that  which  can  be  ac- 
complished in  the  classroom  with 
traditional  tools.  This  problem  is 
sohed  partially  by  the  fact  that  radio 
has  a  unicpie  ability.  It  does  not  al- 
wa\s  need  to  teach  a  class  or  subject 
in  order  to  jjrov  ide  a  educational  ex- 
perience. In  fact,  it  seems  to  be  most 
c'ffecti\e  when  it  sidesteps  the  job  of 
giving  out  facts  and  isolated  items 
of  information  and  becomes  a  weav- 
er of  facts  or  learned  items,  building 
them  into  a  pattern  which  makes 
sense.  Radio  deals  effectively  in  atti- 
tudes and  generalizations  which  it 
treats  with  broad  strokes,  dramatic- 
ally and  colorfully,  but  school  radio 
is  at  its  best  when  it  furnishes  a 
springboard  into  a  new  interest  or 
activity.  Certainly,  a  radio  program 
which  can  accomplish  any  one  of 
these  objectix'es  consistently  and  si- 
multaneously for  a  great  number  of 
classrooms  has  paid  its  own  way  iti 
the  educational  prograin  even 
though  it  uses  commercial  facilities. 
In  Omaha,  however,  we  exact  one 
more  condition  of  the  radio  pro- 
gram, and  if  those  programs  have  a 
unique  quality,  this  is  it.  Every 
l^rogram  nuist  serve  as  a  meeting 
groimd  for  school  and  connnunitv. 
The  task  of  building  that  intangible 
something  called  "good  public  rela- 
tions" becomes  an  adventure  for  the 
participants  on  "We  March  With 
Faith"  programs  as  pupils  meet  the 
experts  in  many  fields,  visit  them, 
explore  their  "habitat"  and  build  a 
radio  ]3rogram  together.  We  have 
discovered  how  much  good  teaching 
opportunity  is  going  to  waste  every 

(over) 


DECEMBER 


19  4  7 


23 


> 


COMMANDS 

CLASSROOM 

ATTENTION 

SILTRONIC'S 
PORTABLE 
PUBLIC  ADDRESS 
SYSTEM 


Nothing  to 
Plug  in  .  .  . 
Nothing  to 
Connect  .  . . 
Just  Pick  up 
the  Mike  and 
StartTalkine 


NO  WIRES  TO  CONNECT 

Offering  perfect  amplification  for 
auditoriums,  classrooms  or  group 
training.  Just  ttie  thing  for  ottiletic 
instruction  and  coaching.  Weighs 
only  12  lbs.  complete  with  batteries. 
Con  be  used  indoors  or  outdoors. 
The  Siltronic  Company.  Point  BIdg.,  Pgh..  Pa. 


Dealer 

Inquiries 

Solicited 

Only  $75.10  complete  with  batter- 
ies.   $78.10   West   of   the    Rockies. 

Emergencies   •    Crowd  Control   •    School  Shows 


1    The  Siitronic  Co. 

1 

1    Point  Building,  Pgh. 

,  Pa.,  D 

ept.  S 

1 

•    Without  obligation 

send    IT 

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ortable 

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.      J 

Radio:    Omaha  Pattern 

(continued  from  previous  page) 
day  because  of  the  failure  of  schools 
to  bring  the  "knozv-how"  of  profes- 
sional and  trade  peofAe  into  the 
classroom  via  radio.  The  fact,  that 
in  no  instance  has  a  member  of  the 
(onimunity  refused  the  opportiinitv 
to  work  with  the  schools  regardless 
ol  the  pressure  of  time  and  e\ents, 
is  evidence  that  the  public,  too,  feels 
the  \enture  to  be  worth-while. 
Combine  Audio  and  Visual  Ideas 
In  the  series,  "Everyday  Science," 
wr  have  found  an  opportunity  to 
lonibine  audio  and  visual  education 
into  real  experiences.  The  trip  to  a 
packing  house  was  the  basis  for, 
Beware,  Pink  Meat,  with  packers  and 
government  inspectors  appearing  on 
the  broadcast  with  the  pupils.  So 
You're  Wearins  a  Rabbit  grew  out 
of  a  trip  to  the  furrier  who  had 
trapped  for  twenty  years  in  the  Hud- 
son Bay  area,  and  had  turned  nat- 
lualist  and  author  as  well.  To  the 
observatory,  the  Weather  Bureau 
and  numerous  places  where  people 
are  at  work  making  life  more  secure, 
convenient  and  interesting,  pupils 
go  to  enjoy  an  educational  experi- 
ence which  culminates  always  in  a 
cooperative  broadcast.  Care  is  taken 
to  see  that  these  shows,  which  are 
transcribed  for  repeated  use,  are 
more  than  leisure  conversations. 
They  are  dramatizations  with  a  bit 
ol  conflict  or  suspense  and  a  liberal 
topping  of  fun. 

Pupil  Activities  Make  Pro(;ram 
Another  program  type.  Youth  In 
Person,  has  had  an  interesting  time. 
It  presents  individual  children  and 
older  pupils  who  have  created  ad- 
\enture  for  themselves  through  spe- 
cial interests  and  abilities.  The  ex- 
(lusive  "orders"  of  magicians,  pigeon 
racers,  entertainers,  electrical  wizards 
and  others  clamor  for  a  hearing  on 
these  programs.  The  war  made  world 
travelers  of  many  children  who  are 
now  able  to  provide  surprisinglv 
good  sidelights  on  life  in  oilur  lands. 
The  Tumble  Seat  (hiiz  is  another 
program  type  which  has  served  teach- 
ers, pupils  and  listeners  rather  well. 

The  title  comes  from  the  ingenious 
contraption  which  Avas  built  by  a 
high-school  science  class  and  is 
known  as  the  "chair  of  knowledare." 
Pupils  compete  with  it  rather  than 
^vith  each  other  on  these  c]ui/  sho^vs 
in   which   ihe  contestant   must    keep 


his  head  in  order  to  retain  his  seat 
in  the  chair,  which  promptly  buckles 
at  the  "knees"  and  ejects  him  if  the 
wrong  answer  is  given. 

Wide  Range  of  Progr.\m  Interests 

Subjects  for  quiz  shows  max  be 
the  Constitution,  wcjrld  events, 
American  fcjlk  music  or  local  history. 
Even  mathematics  has  been  given  a 
chance,  and  here,  as  in  every  fjroad- 
cast,  members  of  the  school  and 
community  work  together.  This  was 
accomplished  in  the  mathematics 
(juiz  by  asking  utility  companies, 
dairies,  banks  and  stores  to  submit 
practical  problems  relative  to  theii 
lines  of  business  for  <|ui(k  solution 
on  the  air.  A  liberal  sprinkling  ot 
trick  problems  interspersed  witli  mu- 
sic, which  was  stopped  by  the  bell 
as  the  correct  answer  was  gi\  en,  made 
a  lively  broadcast.  Parents  and  busi- 
ness men  commented,  "Those  pupils 
know  more  than  I  did  at  their  age" 
and  "I  guess  the  schools  do  teach 
arithmetic  after  all." 

Social  usage,  vocabulary  building, 
speech  habits— all  interest  the  per- 
son, in  school  and  out,  who  is  am- 
bitious to  keep  his  best  foot  forward 
and  will  listen  to  any  help  the  radio 
can  give  him.  There  is  always  a  way 
for  the  public  to  make  its  contribu- 
tion to  each  broadcast  in  cooperation 
with  the  schools,  and  that  way  is 
ivell  worth  the  effort  it  entails. 

CioMMtRciAL  Outlet  No  Handicap 
The  total  experience,  then,  which 
we  have  had  in  educational  broad- 
casting in  Omaha,  indicates  that  the 
use  of  the  commercial  station  is  far 
from  a  handicap  in  providing  an 
interesting  and  informati\e  listening 
period  for  the  classroom  and  the 
home.  It  aids  the  teacher,  also,  in 
bringing  a  world  of  experiences  to 
the  classroom  which  cannot  be  ob- 
tained by  other  means.  It  furnishes 
a  varied  audience  and  encourages  a 
degree  of  showmanslii|)  that  is  a 
beneficial  exertion  lor  e\erybody. 
With  its  simple.  \  i\  id  language  radio 
can  cut  across  grade,  age  and  subject 
lines,  and  deal  with  the  common 
heritage  of  all  peoples.  This  heri- 
tage is  choice  grist  lor  the  mill  ol 
the  educational  broadcaster. 

To  present  this  material  so  etfec- 
ti\ely  that  it  will  become  a  ]jart  not 
onlv  of  what  the  listener  hears  but 
^vill  remember  as  well,  is,  as  much  as 
an\ihing.  the  Omaha  plan  lor  school 
radio. 


24 


SEE      AND       HEAR 


A  Report  on  Educational  Recordings 


(COM  IX  LED        FROM        PAGE        16) 

conviction  on  this  score  is  the  two- 
vear  project  just  completed  %vhich 
has  made  available  to  elenientan. 
schools  a  completely  new  Basic 
Record  Librar\  combining  for  the 
first  time  in  one  package  phono- 
graph records  and  incorporated 
teaching  notes. 

"All  21  albums  in  this  Basic 
Record  Librarv  were  newh  recorded 
expressh  for  elementar\  school  use 
in  order  to  present  music  on  the 
level  of  the  elementarx-  school  stu- 
dent." Mr.  Knowles  explained.  "Dur- 
ing research  for  the  project,  the  Li- 
brarv of  Congress  was  frequently 
consulted  for  original  interpretations 
of  manv  of  the  selections. 

"Complete  teaching  suggestions 
are  provided  for  each  of  the  370  com- 
fxKitions  in  this  Basic  Record  Li- 
brarv. and  the  collection  covers  such 
acti\ities  as  Listening.  Rhythms. 
Singing,  Toy  Bands,  Christmas.  Sing- 
ing Games.  Indians,  and  other  topics. 

"This  basic  library  is  a  logical 
outcome  of  RCA.  X'icior's  continuous 
activities  in  the  audio-visual  field 
ever  since  1911  when  the  Company 
pioneered  in  music  appreciation  in 
schools." 

In  addition  to  the  new  basic  li- 
brar\-,  Mr.  Knowles  pointed  out  that 
the  RC.\  \'ictor  catalog  includes  a 
wide  range  of  non-musical  record- 
ings, particularly  in  the  dramatic 
field.  Poetn  offerings,  for  instance, 
include  an  Anthology  of  English 
Lyric  Verse  interpreted  bv  Cornelia 
Otis  Skinner,  with  musical  inter- 
ludes; readings  from  her  poems  by 
Edna  St.  \'incent  Milla\;  selections 
from  Walt  Whitman's  Leaves  of 
Grass,  read  by  Ralph  Bellamy;  and 
a  recent  Recordrama.  The  Rubaiyat 
of  Omar  Khayyam ,  presented  by 
Ralph  Bellamv  and  the  RCA  \'ictor 
Chamber  Orchestra;  and  the  peren- 
nial favorite.  The  White  Cliffs  of 
Doier,  rendered  bv  Lvnn  Fontanne. 

"Of  course  no  drama  collection 
would  be  complete  without  good 
representation  from  Shakespeare," 
Mr.  Knowles  added,  "so  we  have 
reading  from  Hamlet.  Henry  I'l, 
and  Macbeth  by  .Maurice  Evans. 
Judith  Anderson  and  supp>orting 
cast,  as  well  as  Scenes  from  Shake- 
speare's Plays  bv  Cornelia  Otis 
Skinner. 


"It  seems  to  me  tliai  an\  student's 
appreciation  of  history  can  be  made 
more  \i\id  by  the  pure  drama  of 
Thomas  Paine's  The  Crisis,  as  re- 
corded by  Paul  Muni;  and  bv  scenes 
from  the  plav  Abe  Lineal Ji  in  Illi- 
nois, rendered  bv  RaMnond  Masse\. 
For  more  contemporar\  historv,  the 
teacher  may  find  effective  the  record- 
ing of  the  late  President  Roosevelt's 
.\ddress  to  the  Congress  of  the 
United  States,  as  broadcast  to  the 
nation  on  December  8,  1941. 

"At  a  lime  when  nations  are 
striving  more  and  more  to  under- 
stand each  other,  it  seems  especially 
apropos  to  give  students  the  flavor 
of  music  of  other  countries.  For  in- 
stance, Pan-.\mericanism  comes 
right  out  of  the  realm  of  theory  and 
becomes  a  living  thing  in  the  class- 
room through  recordings  of  national 
anthems  of  Latin  American  coun- 
tries, as  well  as  songs  and  ballads 
of  our  .\merican  neighbors  to  the 
South.  These  musical  recordings 
can  be  effectively  coordinated  with 
the  teaching  of  Spanish.  In  two  vol- 
umes under  the  title  "New  World 
Spanish."  we  have  available  an  in- 
struction course  recorded  for  RC.\ 
\'ictor  by  native  Spanish-.\merican 
sf)eakers  from  Peru.  Colombia,  and 
Chile  to  demonstrate  accuraielv  the 
conversational  use  of  the  language. 

"This  brings  me  to  a  jKjint  which 


IS  very  close  to  our  heart  at  RCA 
\ictor.  Practically  evenihing  we  do 
is  directed  toward  the  advancement 
of  human  understanding.  This 
applies  to  radio,  to  communications 
systems,  to  television.  It  applies  to 
all  audio-visual  teaching  aids.  Re- 
cordings—whether of  music,  drama. 
speecJi  or  other  subjects— constitute 
an  important  teaching  tool.  Here 
is  a  tool  with  v^hich  educators  can 
reach  the  hearts  and  minds  of  stu- 
dents in  order  to  develop  the  tvjje 
of  human  understanding  that  the 
world  so  wreath   needs  lodav." 

Columbia  Predicts  Growth 

♦  Xancy  Sokoloff.  educational  di- 
rector at  Columbia  Recording  Cor- 
poration, told  us  that  Columbia's 
educational  product  is  due  for  a 
terrific  expansion  during  the  next 
five  years. 

"Our  big  problem,"  she  said,  "is 
to  meet  the  demand  for  any  record- 
ings. Right  now  our  plants  are  work- 
ing overtime  to  tuni  out  enough 
records  to  even  paniallv  fill  our 
orders.  But  we're  building  new 
plants,  and  hope  to  catch  up  before 
too  many  months  go  by." 

Columbia's  educational  catalog 
includes  items  in  the  music  field, 
such  as  violin,  cello,  piano  albums, 
five  volumes  of  16  sides  each  on  the 
historv  of  music,  psalms,  songs. 

♦  Miss  Sokoloff's  statement  will  be 
continued  in  Part  //  of  this  special 
report,  to  be  published  in  the  Jan- 
uary. 1948  issue  of  See  &  He.\r. 


DECEMBER 


19  4  7 


AN  INSTRUMENT  FOR  EVALUATING 
AN  AUDIO-VISUAL    PROGRAM: 


Audio  -Visual 

PROGRAM 
STANDARDS 


IN-SERVICE   TRAINING 


Recommendations  of  a  National  Committee  of  Fourteen 


PART  3 


INTERESTING  TEACHERS  in  improv- 
ing and  extending  their  use  of  audio- 
\  isual  materials  is  an  essential  part  of  an 
audio-visual  program.  Man\  techniques  mav 
be  emploved.  It  should  be  pointed  out  that 
teachers  are  already  using  many  of  the  tools 
classed  as  audio-visual,  such  as:  the  black- 
board, bulletin  board,  globe,  maps,  charts, 
magazine  pictures  and  posters.  When  teachers 
discover  new  tools  and  methods  which  make 
their  work  more  interesting  and  effective, 
thev  will  welcome  the  opportunit\  to  use 
them. 

Suggested  methods  for  creating  interest  in 
training  are: 

1.  A  school  or  departmental  meeting  is  held 
by  the  director  or  other  qualified  person  who 
demonstrates  the  values  of  proper  luili/a- 
tion  of  audio-visual  materials. 

2.  A  sample  integration  of  materials  to  a 
specific  unit  of  study  is  presenicd  to  show 
how  audio-visual  materials  will  arouse  in- 
terest   and    increase    learning. 

3.  Reprints  or  condensations  (jl  ai  ticks  ik- 
scribing  new  methods  and  the  results  of 
recent  research  in  the  audio-visual  field  arc 
placed  in  the  hands  of  all  teachers. 

An  in-service  training  program  must  ha\e 
definite  objccti\es  if  it  is  to  be  worthwhile. 
Following  the  listing  of  objectives,  se%eral 
patterns  of  training  are  given.  All  are  closelv 
related  and  several  may  be  carried  on  at  the 
same  time.  The  questions  are  to  be  answered 
by  the  director  and  those  with  whom  he  is 
working. 


OBJECTIVES  OF  IN-SERVICE  TRAINING 

1.  Knowledge  of  sources  and  t\pes  of  equipment  and 
materials. 

2.  Effective  methods  of  using  audio-\isual  materials. 

3.  Knowledge  of  equipment  operation. 

PATTERNS    OF    IN-SERVICE    TRAINING 


A.  The  Classroom  Teacher 


1.  Does    every    teacher    ha\e    available    a    listing    of    the    auditj- 
\  isual    materials    owned    by    the    local    school    organization? 


2.  Has     the     teacher     ready     access     to     informatioir     on     other 
sources   and    types   of   audio-visual    malerials? 


3.  Is    the    teacher    furnished    an    up-to-date    annotated    list    of 
materials   which    are   specifically    useful    to    the   subject   or    unit? 

4.  Has    the    teacher    the    opportunity    for    inter-class    or    inter- 
school  visitations? 


5.  Is    the    teacher    provided    continuous    training    in    the    use   of 
audio-visual    equipment? 


6.  Is  the  teacher  provided  continuous  assistance  in   the  proper 
utilization    of    materials? 


7.  Is     the     teacher    given     continuous     encouragement     in     the 
development   of   new    classroom   methods? 


8.  Is  the  teacher  given  frequent  opportunity  to  see  the  value 
and  need  for  local  production,  such  as:  sand  table,  models, 
filmstrips,    charts,   slides,    and    bulletin    boards? 

9.  ^'Vre  manuals  or  study  guides  made  available  as  supple- 
ments    to    audio-visual     materials    used? 


10.  Is  the  teacher  provided  opportunity  to  evaluate  and  recom- 
mend new  audio-visual  materials  for  inclusion  into  the 
curriculum? 


11.  Are    new    teachers    acquainted    with    the    policies,    materials 
and    equipment    of    the    audio-visual    department? 


B.    The   Building   Principal 


1.  Does    the    principal    secure    or    receive    summaries    ol    audio- 
visual   information   and   discuss    it   with    the    teachers? 


2.  Is    there    in    the    building    an    up-to-date    audio-visual    library 
which  is  accessible  to  and  used  bv  all  teachers? 


3.  Does    the   principal   encourage    teachers    to    take   audio-visual 
training? 


4.  Does    the    principal    encourage    the    formation    and    growth 
of   permanent   exhibit   materials? 


C.     Formal    Training 


1.  Are    accessible    extension    courses    ulleied? 


2.  Are  teachers  notified  and  encouraged  to  attend  institutes, 
meetings,  demonstrations,  workshops  and  summer  school  courses 
in    audiovisual    methods? 


3.  Is  a  course  offered  by  the  local  audio-visual  department? 
This  may  be  in  the  form  of  an  institute  or  a  series  of  evening 
meetings. 


4.  .Are    conferences    held    following    formal    training    to    enable 

teachers    to    discuss    and    ]ilan    jiractiral    applications? 


D.     Departmental    or    Sch(K>l    Meeting 


1.  Are    demonstration    classes    held    so    that    teachers    may    see 
methods  of  using  audio-visual   tools? 

2.  Are   provisions   made   for   practice   with   equipment? 


3.  .\re    suggestions    for    improvement    of    the    audiovisual    pro 
gram    sincerely    requested    from    the    teachers? 


.Audio-Visual    Education    Conunittee 


1.*  Is  an  effort  being  made  lo  have  existing  committees  ex- 
amine audiovisual  materials  in  subject  areas  for  the  purpose 
of   curriculum   integration? 


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_ 

2.*  If  not   1,  are  new  committees  formed  for  this  purpose? 
3.     Are  committee  recommendations  concerning  selection,  evalua- 
tion and  utilization  made  available  to  all  teachers  concerned? 

*  In   a   committee   evaluating   any    material,    represenlalives    for   similar    subject    areas   on   a    differ 
ent  grade  level  sfiould   be  included. 


INTERPRETATION  OF  THE  EVALUATION 
OF  THE  IN-SERVICE  TRAINING  PROGRAM 

In  an  efficient  program  all  itinis  will  be  checked  in  the  "In  Most  ol  ihe  Cases"  column.  Check 
in  "In  Half  Ihe  Cases'  indicate  that  some  work  is  being  done  but  that  there  is  room  for  im 
provemcnt,  while  checks  in  "In  a  Few  Cases"  indicate  that  there  is  dire  need  for  immediate  actior 


26 


SEE      AND       HEAR 


I    \  f\ 


AUDIO-VISUAL  MATERIALS 

.\re  rental,  purchase,  l<xal  prtKluction.  and  free 
or  loan  sources  beii^  used  to  obtain  that  which  is 
desirable  of  the  follo^dng  material? 


VISUAL 


Film    Silent  —  Sound) 


iilmstrip     Silent   —   Sound  i 


SUdes     314X4    and   2x2; 


Flat  Pictures  iSets  or  magazines i 


Maps 


Globes 


Posters 


Graphs 


Drawing    and    sketches 


Diagrams 


Dioramas 


ModeU 


Specimens 


Pupp>ets 


Steieograph 


Community   Resource^ 


Exhibits     Museum   Material  i 


ALDIO 


Radio 


Records 


Transcriptions 


Are   selected   curriculum   materials    currently    available    to    the 
teacher? 

.\re    cuniculum   subject    and   grade    lists    of    material    in    the 
hands  of  teachers? 

Are    satisfactory    arrar^ements    organized    for    the    scheduling, 
procurement  and  deliverv  of  material? 

Are   satisfactory    arrangements   made   for   the   repair   and   main- 
tenance of  materials? 

Are  facilities  provided  for  the  storage  and  preservation  of  local 
materials? 

Are   production   supplies  readily  available? 

Are    student    and    teacher    lesson    manuab    and    guides    made 
available  and  used? 

Is   advice   and   assistance   readily   available   concerning   the   use 
of  material  and  its  production? 

Does  the  school  board  sanction  the  use  of  field  trijjs  and  com- 
munitv  resources? 

Does    the    school    board    provide     transportation     in    bonded 
carriers  on  field  trips? 

Has  a  study  been  made  to  make  teachers  aw^re  of  community 
resource  opportunities  at  various  grade-levels? 

Is    there    administrative    coordination    to    prevent    duplication 

at  \-arious  grade  levels? 


I  PART  4  I 

INTERPRETATION    OF    EVALUATION 

OF  ALDIO-MbL  AL  MATERI.A^LS 
♦  Fhis  chart  is  designed  lo  assist  the  schtxjl 
-niministrator  in  the  selection,  location  and 
use  of  audio-visual  materials.  A  well-organized 
inventorv.  distribution  and  storage  plan  are 
needs  that  are  indicated  as  being  desirable 
tur  the  efficient  use  of  these  materials  by  the 
teacher. 

.\n  efficient  program  will  have  all  items 
checked  in  the  column  headed,  "In  Most 
(.ases";  however,  this  does  not  mean  that 
there  could  not  be  further  need  in  some 
specific  instances.  For  example.  "Slides" 
might  be  checked  in  "In  Most  of  the  Cases" 
column  yet  it  would  be  possible  that  not 
enough  slides  were  available  to  meet  the  de- 
mand. Checks  in  "In  Half  the  Cases"  column 
indicate  some  effort  and  work,  but  further 
{progress  and  improvement  are  needed. 
Checks  in  "In  a  Few  Cases '  column  indicate 
a  weak  situation  which  calls  for  immediate 
action  and  organized  effort. 

.A.t  first  glance  the  audio-\Tsual  materials 
score  sheet  apjjears  as  an  over-simplification 
of  the  problem.  It  can  be  this,  unless  great 
care  is  taken  in  utilizing  this  score  sheet. 
Ob\  iottsly,  it  would  be  unwise  or  very  unre- 
\ealing  to  try  to  answer  the  question  on  films, 
silent  and  sound,  utilization,  for  the  school- 
wide  situation.  This  certainly  should  be 
broken  down  into  classroom  or  departmental 
situations  or  grade-level  situations:  primary, 
intermediate,  junior  and  senior  high  school. 
For  this  reason,  then,  the  administrator  or 
the  supervisor,  or  the  teacher  group  using 
this  score  sheet,  "Audio-\'isual  Materials," 
should  immediately  mimeograph  sufficient 
copies  so  that  thev  may  be  distributed  widely, 
even  down  to  a  teacher-by-te'acher  level,  so 
I  hat  thev  mav  later  be  tabulated  by  a  cen- 
tral group,  the  teacher  committee,  the  super- 
\  isor.  or  the  administrator.  This  warning,  of 
course,  applies  to  the  materials  available  for 
use,  classroom  bv  classroom,  department  bv 
tiepanment,  grade  level  by  grade  level,  or 
building  bv  buildins;.  Thus,  this  score  sheet 
tor  audio-visual  materials  must  be  adapted 
to  the  local  situation  as  its  demand  for  adap 
tation   seetns  wise.  (to  be  contim  ed> 


♦  -Meiiibets  .<i  tiie  national  i.nniiiuice  which  has  recom- 
mended this  instrument  for  evaluating  an  audio-visual 
program  are: 

Esther  R.   Chaiclin,  Seu-   York  Public  Schools. 

Marion  R.  Bradbeer,  Supen'isor,  A-V  Education, 
Spring  Valley.  Illinois. 

C.  .\.  Brannen,  .Audio-Visual  Director,  Brazosport, 
Texas,  Schools. 

Lois  Brown,  Teacher,  Clex'eland,  Ohio,  Public  Schools. 

.\rthtir  P.  Hoffman,  Teacher,  Sheboygan,  Wisconsin, 
Schools. 


Thomas  H.  Boardman,  AuiU'r-l  ••i<<.ii  Diicii<:^y,  In-t- 
port.  Illinois. 

Laura  May.  Principal,  Cleieland,  Ohio,  Public  Schools. 

\iaor   Schmitt,    Teacher,   West   .illis,    Wisconsin. 

J.  Wendell  Dayton,  .-iudio-Visual  Dealer,  Tennessee. 

Laura  Twohig.  County  Supen-ising  Teacher,  Wisconsin. 

H.  W,  Embrv,  Supervisor,  A-V  Education,  Dallas,  Texas. 

Lyell  J.  Moore,  .Audio-Visual  Director,  Mason  City, 
Iowa. 

Glenn  F.  Olwell,  Vocational  Coordinator,  .Madison, 
Wisconsin,  Vocational  School. 


DECEMBER 


1    9  4 


27 


Audio-Visual  Center 
for  Teacher  Trainees 


By  Louis  Slock 

Chairman,  Audiovisual  Committee 
Eau  Claire  Teachers  College,  M'isconsin 


Recording  lesson  are  part  of  the 
teacher  training  program  at  Eau 
Claire  State  Teachers  College. 


(Above)  Miss  Junhius,  primary 
critic  teacher,  plans  a  recording  les- 
son with  txvo  of  her  student  teachers 
and  sixth  grade  cliildren. 

• 
(Chart:  right)  Regardless  of  how 
crowded  the  school  buildirjg  may 
be,  there  is  ahuays  room,  provided 
an  interested  committee  decides 
there  should  he. 


H 


OW  CAN   \\E   EXPECT   to 

teach  student  teachers  the 
techniques  ot  handling  \  isual 
aids  equipment  and  materials  with- 
out a  room  in  ^vhich  the  equipment 
and  materials  might  be  used  to  good 
advantage?"  was  a  question  with 
which  the  Visual  Aids  Committee 
had  to  contend  during  the  winter  of 
1945.  A  survey  revealed  that  the  col- 
lege owned  considerable  audio-visual 
equipment  but  it  was  found  to  be 
scattered  over  a  number  of  places  in 
the  building.  Much  of  it  was  not 
being  used  to  good  advantage. 

The  only  rooms  which  could  be 
darkened  successfully  were  the  audi- 
torium, a  biology  lecture  room,  and 
a  physics  lecture  room.  None  of 
these  could  be  considered  as  desir- 
able rooms  in  which  to  teach  die 
course  of  Audio-\'isual  .\ids.  nor  as 
favorable  locations  for  the  preview- 
ing of  films  by  teachers,  nor  for  the 
teaching  of  demonstration  classes  in 
the  use  of  audio-visual  materials. 
But  there  is  alwa\s  space— some 
where!     A    survev    of    the    buildinsr 


revealed  a  room  formerly  used  as  a 
manual  arts  room  to  be  available  for 
use  as  an  audio-visual  center.  This 
room  was  supplied  with  110  volt  A.C. 
outlets,  the  ceiling  was  covered  with 
acoustical  tile,  and  the  floor  was 
covered  with  rubberized  tile  to  re- 
duce noise.  .Six  rather  small  windows 
were  darkened.  We  now  had  a 
classroom-laboratory  for  audio-visual 
work.  The  room,  tweniv-four  by 
thirty-six  feet,  acconiinodates  up  to 
fiftv  college  students  and  permits 
demonstration  class  work  bv  college 
uistructois  while  student  teachers 
observe. 

By  attaching  a  small  spotlight 
well  to  the  ceiling  near  the  back  of 
the  room  and  having  it  shine  directlv 
down  on  the  arms  of  the  chairs,  it  is 
possible  to  have  plentv  of  light  for 
note  taking  during  preview  sessions 
by  the  teachers  or  by  the  students. 

We  centralized  audio-visual  equip- 
ment and  materials  to  offer  the  fol- 
lowing advantages: 
1.     The  equipment  would  be  made 
availaiile    for    use    in,    or   could    be 


3hde  ^^.   ere 


Vcrr  hiacAkeori 


V/SUAL    A/OS  ROOM 
24--0-  X  36-0- 


^safj    /6-0"  Airr^    Scrrcn 


JC_ 


28 


SEE      AND       HEAR 


scliidulid  [or  use  from,  a  ccntrali/cd 
poini  known   by  everyone. 
1^.     All  ecjuipnient  ^^•ollld  be  repaired 
ami    kept    in    ser\ice    by    someone 
charged  wiih  thai  responsibility. 
.S.     Denioiisiraiion    classes   coidd   be 
easily  arranged  by  bringing  the  chil- 
dren to  the  room  at  any  scheduled 
lime  without  making  it  necessary  to 
pri\ide    iemporar\    darkening. 
1.      The   room   icoiild  grratly  farili- 
tale  teacher  and  student  preview  of 
filins.    fjhnstrips.    slides,    records    or 
pictures. 

.").  1  he  room  would  ser\e  as  a  lab- 
oratory in  which  students  have  ac- 
cess to  equipment  and  materials. 
6.  .Ml  catalogs  ol  fdms.  scjinces  of 
\  isual  materials,  etc..  would  be  ceii- 
iralh  located  and  in  the  hands  of  an 
interested  person  who  woidd  assist 
other  teachers  in  l)uil(!ing  an  effec- 
tive program. 

The  radio,  turntable,  opacpie  prcj- 
jector,  Fdmstrip  macliines,  and  slide 
projectors  are  all  cptic  kly  made  ready 
for  s(  hool-of-ihe-air  programs,  tran- 
scription plaxing,  record  playing,  giv- 
ing of  music  aptitude  tests,  or  teach- 
ing of  foreign  languages. 


Today  the  audio-visual  room  is 
used  by  so  man\  instructors  that  it 
is  necessary  to  post  weeklv  room 
schedules  outside  the  door  and  to 
rec|uest  the  person  desiring  to  use 
the  room  lo  arrange  for  ii  well 
in  advance.  Today  nearly  all  of  the 
students  majoring  in  education  elect 
to  take  the  A-V  course  before  gradua- 
lion  and  dozens  of  teachers  return 
to  the  college  to  take  the  comse  as 
an  in-serxice  training  comse  dining 
the  summer  sessions.  .Such  interest 
and  enthusiasm  has  well  repaid  the 
lommiitee  for  its  efTorts,  and  we 
hcjpe  to  continue  building  oui  |)iii 
gram  h\  adding  equipment  and 
materials  and  ecjuipping  more  class- 
rooms. 

•      •      « 

Christmas  Film  Ideas 

(     CiONTIMH)         I  ROM  I'Al.r  VI      1 

posing  their  side  to  the  paper,  firsc 
in  building  up  border  designs,  and 
later  in  drawing  objects. 

For  the  upper  graders  the  bujad 
stroke  technique  offers  an  outlet  (»l 
freer  expression:  children  loxe  ilu 
large   flowing  lines,   the  strokes  out 


cjf  which  the  imagination  creates  all 
sorts  of  stimulating  im<iges.  .-\s  one 
of  the  children  said,  "Just  swing  a 
long,  curved  line  on  your  paper,  and 
there  you  have  something!"  That 
one  large  stroke  suggested  a  whole 
form  to  her. 

Thus,  we  used  three  good  teaching 
films  as  a  motivating  device  upon 
which  to  create  many  of  our  Christ- 
mas expressions.  The  surprising 
thing  was  that  often  students  whom 
I  had  before  thought  less  talented, 
learned  so  much  information  and 
were  so  interested  as  the  result  of 
their  film  experiences  that  they 
startled  me  with  their  creative  work. 
Seeing  these  films  left  the  student 
with  a  ( hallenge  lo  go  ahead  and  see 
what  he  could  do.  Now,  he  had  been 
able  to  observe  new  information 
just  as  easih  as  his  previously  more 
fortunate  classmates.  To  do  better 
leaching,  I  continue  to  explore  the 
whole  field  of  visual  materials  to 
Hud  those  things,  which  in  a  clear- 
(111.  fascinating,  graphic  way,  will 
ins|)ire  voung  learners  to  greater  mo- 
ii\ation.  I  call  this  using  films  in 
iii\   art  teachin". 


TO  USE  PROJECTORS 

Instant  5-$eeond  threading!  From 
strip  film  to  slides  —  and  back  — 
immediately! 

Show  your  strip  film  and  slides  at  their 
ultra-brilliant  best  with  optically  perfect 
Viewlcx  projectors.  Exclusive  Aspheric 
Condenser  system  provides  greatest  light 
concentration  and  uniform  screen  illumi- 
nation. Tests  prove  Viewlex  150  watt 
projector  gives  greater  screen  brightness 
than  other  300  watt  projectors.  Result: 
More  economy  and  less  heat,  protecting 
slides  and  film.  Order  Viewlex,  the  finest 
projectors  and  best  value  obtainable! 


MODEL  APlC— Combina- 
tion all-purpose  slide  and 
strip  film  projector!  Com- 
plete, self-contained!  Case, 
built-in  slide  carrier,  slide 
flic,   and   screen     $77.00 


MODEL  AP-:C  —  Deluxe 
combination  all-purpose 
slide  and  strip  film  projec- 
lur.  Built-in  slide  carrier, 
elevating  mechanism.  Luxtar 
^"Anastl(?m3t  lens.  $67.00 

MODEL  AP-5  —  Standard 
S"  focal  length  slide  pro- 
jector with  *>"  Luxtar  color- 
corrected  Anastigmat  lens, 
complete $39.50 

NXritten  by  Graham  T  Horton,  famous  authori- 
ty, this  superb  little  booklet  gives  you  fascinating 
secrets  of  better  projection  Shows  you  how  to 
get  the  most  from  visual  material!  Mail  post- 
card for  your  FREE  copy! 


Dept.  SH12  30-01  Queens  Blvd..  LO.NG  ISL.^ND  CITY 


no  substitute  can  take  the  place  of  a  good  book. 
But  a  fine  motion  picture  can  make  the  book 
much  easier  to  understand  and  remember. 


Take  Johanna  Spyri'i  Haidi, 

for  exompie.  For  generations 
children  hove  loved  this  book  — 
but  fhey  often  hove  difficulty  in 
understonding  certoin  wordf  and 
expressions.  Now  they  ore  obl« 
to  see  the  book  come  to  lite  on 
the  screen.  In  the  motion  picture 
Heidi  they  can  see  all  those 
details  which  would  take  many 
hours  to  explain. 

The  itiollon  piclor*  ««id/  :•  di.lrlbul.d  \>1  fllmt  lntorporal«J  in 
16  mm.  for  ihowing  on  Kt>ool  pfOi«torS  It  ii  one  of  •♦v«rol  hundrwJ 
full  leoglh  feolurei  ond  dotoni  of  >horl  tubi<c1>  and  cortoofil  oip^iolly 
selected  for  tctiool  .howing  To  get  the  lull  tlory  of  lti«  ler^kei  whkll 
Filmi  Incorporated  offer*  to  whooti.  ►  iull  tend  a  poitcord  requett 
for  the  current  School  Lilt  cotolog. 

films  incorporated  New  Yoric  i>-33o  w.h  43nd  sir..i 

Cllicogo  1  -64  E-  Lake  Sl  ■  Porllord  1 2,  Oreg-'l '  N  TillomooW  St  ■  Atlonlo  3-101  Morletio  St. 
iam  Froficixa  4-68  PoM  St  ■  DalJai  I  - 109  N.  Aliord  St  ■  Loi  AngaJ<i  44-8479  Melroie  *.e. 


DECEMBER 


19  4  7 


29 


MV'  used  the  film     Far  Western  Stales"    {EBl)    lor  a 
general  ot'eriiieu'   of  our  land  and   of  our  resources. 


I'licn  we  correlated  visual  materials  into  our  unit  to 
give  us  more  detailed  information.     (See  Specimen  I) 


Correlating  Education  Films 

Mvith  the  Course  of  Study 


MANY  CONTRIBUTIONS 
ha\c  been  made  to  more 
effective  use  of  educational 
films  in  our  classrtxjms,  but  reports 
still  reveal  that  a  majority  of  them 
are  used  as  "shows"  instead  of  as 
tools  ui  illustrate  specific  points  or 
enrich  objectives  set  up  for  units 
being  studied.  Proper  use  of  educa- 
tional films  has  helped  many  King 
Ciounty  teachers  make  their  class- 
room work  more  effective  by  en- 
abling them  to  speed  up  the  pupils' 
learning  processes,  broaden  their 
learning  hori/on,  and  add  to  their 
lessons  that  spark  of  interest  which 
results  in  more  meaningful  activity 
and  longer  retention  of  information 
gained. 

There  are  more  than  four  hun- 
dred educational  films  in  the  King 
Onmty  Visual  Education  Depart- 
ment. To  insure  their  being  avail- 
able when  recjuested,  the  library  has 
up  to  four  prints  of  many  film  sub- 
jects. 

In  order  to  assist  the  teacher  in 
the  use  of  the  film  that  would  be 
most  appropriate  to  any  particular 
situation  in  the  schools,  a  correlation 
project  was  undertaken   during  the 


By   Donald    1,.   Kruzner 

Deputy    Superintendent. 
King  Comity  Schools 
Seattle.    Washington 

sunnner  of  1946.*  Courses  of  studies 
selected  for  this  correlation  project 
included  Social  Studies  —  Grades  1 
through  12;  Health  —  Grades  1 
through  12;  General  Science— Grades 
1  through  9;  High  School  Physics, 
Chemistry,  and  Biology.  A  separate 
correlation  study  was  included  in 
the  report  based  on  reading  in  the 
first  three  grades.  These  courses  of 
study  were  broken  down  into  outline 
form  and  the  correlation  of  the  films 
with  the  courses  of  study  progressed 
as  illustrated  in  the  accompanying 
specimen. 

The  various  curriculum  commit- 
tees of  the  county  assisted  in  deter- 
mining ihe  proper  placement  of  the 
films.  In  order  to  ha\e  a  minimum 
of  re])etition  in  the  use  of  the  same 
films,  a  chart  was  devised  whereby 
each  film  e\aluated  was  assigned  to 
given  subject  fields  or  grades.    Very 

•  Intcrt-stcd  persons  should  send  directly  lo  Mr. 
Kni/ntT  for  .i  copy  of  tfie  "King  Counly  Visual 
Lducation  Department  After  Five  Years."  mimeo- 
graphed. 22pp. 


few  films  were  recommended  for 
more  than  three  grade  levels  or  pur- 
poses. This  study  revealed  areas  in 
the  courses  of  studies  where  addi- 
tional films  were  needed.  It  also 
showed  that  the  library  had  an  over- 
supply  of  film  subjects  in  certain 
levels  and  subject  fields. 

.As  the  educational  film  is  but  one 
of  the  many  teaching  tools  available 
for  improving  the  curriculum,  space 
was  pro\ided  in  each  unit  for  the 
listing  of  additional  materials  and 
direct  learning  experiences  available 
in  the  individual  school  or  district. 
It  was  strongly  emjjhasized  that  the 
correlation  recommendations  were 
not  mandatory  upon  the  teacher, 
but  were  presented  as  a  general 
guide  to  assist  the  teacher  in  the 
selection  of  films  throughout  the 
school  year.  Each  teacher  was  sup- 
plied with  the  parts  of  the  siudv 
thai  pertained  to  the  grade  level  and 
subject  area  handled  bv  the  teacher. 
Each  principal  and  supervisor  was 
supplied  with  a  master  catalog  of 
the  complete  correlation  project. 

It  is  interesting  to  note  that  at  the 
same  time  that  this  study  was  made 
a\ailable   to   the   teachers,    the   film 


30 


SEE      AND       HEAR 


section  of  the  Visual  Education  De- 
partment changed  its  booki?ig  system 
from  semester  to  spot-booking  with 
a  maximum  of  a  month  advance 
booking  from  ans  teacher.  This 
combination  resulted  in  tripling  the 
use  of  educational  films  o\er  the 
identical  period  of  a  year  ago.  For 
instance,  during  the  first  month  of 
operation  of  the  1945-46  school  \ear. 
210  films  were  sent  out  to  the  schools. 
During  the  first  months  of  of>eration 
of  the  present  school  year  (1946-47) 
670  films  were  shipped. 


Rep<irts  from  teachers  indicate 
that  these  correlation  guides  have 
Ixren  a  great  help  to  the  busy  teacher. 
The\  have  insured  fuller  use  of  the 
educational  films  in  the  library.  They 
have  resulted  in  closer  correlation 
of  films  with  curricular  activity:  they 
have  stimulated  more  teachers  to  use 
educational  films  in  their  class  work, 
and  thev  have  stimulated  the  indi- 
\  idual  school  to  classifv  their  educa- 
tional opportunities  and  materials 
locally  available  within  the  school  or 
district. 


SPECIMEN   I 

SOCI.AL  STUDIES-GR.\DE  V 


Life    Among    the    People    of    Our 
OviTi    Slate    and    Continent 


GENER.\L  UNIT 


SUB  UNIT 


EDUC\TION.\L  FILMS 


I.  THE  P.\CIFIC     A.  Geographic  .Area 
NORTHWEST 


B.  Human  Use 
].  Lumbering 


F.\R    WESTERN     STATES 

(EBF)  * 
AL.\SK-\-RESER\OIR   i)V 

RESOURCES    (EBF) 

THE  LUMBERMAN  (Frith) 
TREES  FOR  TO.MORROW 
(A.F.P.) 

Harvesting  Trees  of  West 
Coast   Woods   (slides; 

Fighting  Fires  in  West  Coast 
Woods  (slides) 

How  West  Coast  Forest  Trees 
Grow  (slides) 

ALASKA'S    SILVER    MIL- 
LIONS  (.AC.Co.. 
Fishing    in    the    Northwest 

(slides') 

WASHINGTON.  FIRST  IN 
APPLES   (^V.S.A.C. 

IRRIG.ATION   FAR.MING 
(EBF) 

4.  Meat  Packing  ME.\T  FOR  AMERICA  (.\F) 


SPECIMEN  II 


2.  Fishing 


3.  Farming 


GR.\DE   I      UNIT  ON  ANIM.\LS 


FILM 


PUBLISHER        TITLE  OF  RE.\DER 


STORY 


ADVENTIRES    .\lhn   k-  Bacon     1939. 

OF   BLNNV        Johnson   (1935) 
R.\BBIT    ;EBF) 

Laidlaw   ,1940) 

MacmUlan  (1939> 


Scott.  Foresnian  fl94I) 
Winston   (1940) 


TO   A.ND    FRO 
GOOD   FRIENDS 

LMDLWV    I 

DOWN    OLR   STREET 
JIM   AND  JUDY 

OLR   NEW   FRIENDS 
FUN   IN   STORY 
GOOD   STORIE.S 


Rabbit  Stori 
Easter  Bunny 
Hopping   .\Iong 
Peter  Rabbit 
The  Timid  Rabbit 
The  Rabbit 
Grav  Rabbit 
The  Rabbit 
Bunny  Bov 
Three  Little  Rabbits 
Fuzzv  Rabbit's 
Easter  Card 


•  EBF — Encyclopaedia  Britannica  Films.  Inc..  20 
N.  Wader  Drive.  Chicago  6.  Illinois. 

Frith — Frilh  Films,  Box  565,  Hollvwood  2».  Cali- 
fornia. 

A.F.P. — .\merican  Forest  Product*  and  Industries. 
1319— ISih   St..  N  W..  WashinEton  «.  D.C. 


A.  C.  Co. — .American  Can  Co.,  N.Y.  Central 
Building.  230  Park  .Vvenue.  New  York.  N.Y. 

W.S.-A.C. — Washington  State  Apple  Commission. 
P.O.  Box  424.  Yakima.  Washington. 

AF— Association  Films  (Y.M.C-A.,.  19  S.  LaSalle 
Street.  Chicago  3.  Illinois. 


BUYS  rN  A  '6  "■;;■. 


THE 

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"The  Oil  Tanker' 

55    FAMES    —    BiW    —   $3.00 
Inteimediote   Grades 

This  filmstrip  tells  tKe  s+ory  of  the 
modern  oil  tanker  in  the  collectian 
and  dis+ribu+ron  of  oil.  Close-ups 
of  oil  equipment,  important  parts 
of  the  ship  and  key  crew  members 
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Send   Fsr   Pr^viev    Copies 


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ENTERPRISES 

4405  Sprinqdale  Drive 
tos  Anqeles  43,  Caliiomia 


I    Fight    for    Peace -With    Films 


(CONTINLED        FROM        P.\GE         15) 

like  that.  Now  I  see  how  it's  possible 
to  be  one  big  happy  fumilv  again..  ." 

Up  to  this  point  Gynette  Cyner- 
inan.  one  of  our  refugee  students, 
had  been  her  usual  diffident  self,  con- 
tent to  seek  the  shadows  of  the  last 
row.  last  seat.  For  the  first  time  in 
weeks,  Gvnette  raised  her  hand  in 
challenge  —  "How  can  you  pick  up 
vour  hope  so  much  just  bv  seeing  a 
moving  pictiu-e  which  is  just  very 
good  propaganda— sure  its  very  nice 
to  study  the  General  Assembly  and 
all  the  other  five  scenes,  but  I  know 
from  what  1  saw  and  from  letters  I 
get  that  in  Europe  they  are  not 
thinking  of  government  now  — or 
about  anvthing  but  food.  They 
would  maybe  accept  any  government 
which  gave  them  bread.  If  we  want 
peace,  these  people  must  not  be  in- 
fluenced bv  hungrvness  —  they  must 
learn  to  feel  peace  in  their  stom- 
achs. .  .  .  ■' 

With  this  peroration  delivered  in 
a  voice  half  angry,  half  tearful,  she 
pulled  out  of  her  pocketbook  a 
crumpled  clipping.  She  passed  it 
over  to  me.  The  clipping,  an  ad- 
vertised plea  to  help  the  starving 
millions  across  the  seas,  had  this  title 
in  blaring  black  letters,  "Hunger 
.Vlakes  Hitlers." 

The  moment  was  ripe  for  the  next 
advance.  If  the  inevitability  of  peace 
was  to  become  a  real  and  meaning- 
ful hope,  it  was  urgent  for  students 
to  understand  that  more  was  needed 
to  destroy  the  isolationism  which 
had  nearly  wrecked  us  than  having 
delegates  from  nations  of  the  world, 
sitting  down  together  around  a  fine- 
ly polished  mahogany  table  in  a 
well-aired  beautifully  decorated 
council  room.  Unless  each  student 
himself  became  a  citizen  of  the  world 
with  sensitivity  for  his  Indian. 
French,  Polish,  English.  Russian 
brothers  and  sisters,  all  the  ideal 
programs  propounded  and  fashioned 
out  of  the  sweat  and  strain  in  con- 
ference rooms  would  eventually  van- 
ish into  the  thin  air  of  indifference 
and  inertia. 

To  help  make  this  attitude  pos- 
sible, therefore,  we  showed  World  of 
Plenty,*  a  picture  of  what  might  be 


*  Source:    British  Information  Services.  30  Rocke- 
feller  Plaza.   New   York  20.  NY. 


done  in  planning  for  the  production 
and  distribution  of  food  according 
to  world  needs.  There  are  vivid 
scenes  in  this  motion  picture  of  what 
hunger  has  done  to  Europe  and  .\sia; 
of  two  haggard  young  women  jump- 
ing at  each  other's  throats  in  the 
jungle-like  battle  for  a  piece  of 
bread:  of  normally  civil,  obedient 
citizens  forced  b\  himger  to  risk 
beatings  and  jail  for  a  strip  of  meat. 
The  inevitable  conclusion  is  brought 
home  with  claritv  and  impact— the 
arrival  of  demagogues,  future  Hit- 
lers, who  can  again  rise  on  the  frus- 
trations, the  hopelessness,  the  empty 
stomachs  of  the  people:  who  can 
again  endanger  the  world. 

The  message  struck  home.  I  know 
from  the  ideas  and  proposals  few- 
action  brought  in  b\  so  manv  of  the 
students  who  had  seen  the  film. 

"Lets  go  without  a  meal  for  a 
dav,  the  people  in  this  country  eat 
too  much  anyway." 

"Here's  39  ways  I  just  found  in 
the  paper  tellinij  us  how  to  save 
food." 

"Let's  adopt  .i  group  ut  Polish 
children  and  feed  them. " 

"Let's  go  back  to  rationing. " 

The  last  proposal  ushered  in  a 
battle  royal.  The  argimients  flew 
thick  and  fast.  ".\aah,  why  worry 
about  everybody  all  over  the  world. 
Lets  clean  up  our  own  back  yard 
first.  We  got  plenty  of  poor  and 
hungry  people  right  here  in  the 
United  States."  Bill  Dwight  inter- 
vened. 

"But  what's  the  good  of  cleaning 
up  our  own  backvard. "  was  Debbie 
Fisch's  sharp  retort,  "if  every  few 
vears  we  get  a  war  that  hits  us  like 
a  cvclone  and  upsets  it.  Can't  vou 
see  from  the  picture  that  when  star- 
vation starts  creeping  slowly  in  a 
person  like  a  turtle  crawling,  the 
person  gets  more  and  more  fright- 
ened and  desperate  for  help.  Can't 
vou  see  how  this  will  bring  another 
Hitler,  you— you  dope,  you?" 

The  majoritv  of  the  class  seemed 
to  share  Debbie's  view. 

"Don't  you  call  me  names  just 
because  you  don't  agree  with  me.'" 
Bill  fumed  heatedly. 

"Well,  you  deserve  it."  others 
shouted. 

That  did  iti  In  a  matter  of  min- 
utes   the    room    was    bedlam.      The 


32 


SEE      AND       HEAR 


cliairiiiaii  of  ihc  ilass  banged  lor 
order,   but   in  vain. 

In  the  midsi  ol  ii  .ill.  Gcoigic 
Kalni  bitting  next  to  me  in  back  ol 
the  room,  leaned  o\ei  lo  my  desk 
and  with  the  oracle-like  certainty  ol 
\oiuh,  remarked,  "\'oii  see— how  can 
you  ever  get  peace  in  the  whole 
world,  when  voii  can't  even  get  it  in 
oNK  classroom.  That's  one  reason 
why  /  say  we'll  never  get  rid  of  war." 

Georgie  was  right,  1  concluded. 
L'nless  \oinigsters  could  learn  tlie 
principles  ot  orderh  discussion  in  the 
microcosm  that  was  the  classroom, 
,di  i.dk  about  peace  and  order  on  a 
woi  Id  scale  seemed  empty  verbiage. 
The  next  day  we  interru])ted  our 
theme  to  show  the  motion  picture, 
Parliamenlary  Procedures, *  a  brief 
btit  effective  account  of  how  a  high 
school  group,  the  members  of  which 
had  many  CDiillicting  opinions  on  a 
number  of  issues,  still  went  through 
the  order  of  its  business  in  a  gentle- 
manly, sincere  and  jjinposeful  way. 
.\fter  "studying"  this  him.  we  agreed 
on  the  \alue  of  respectful  listening, 
waiting  your  turn  to  speak,  and 
orderly   procedure. 

It  was  in  this  mood.  Inialiv,  that 
^ve  shc)wecl  \oiL'  The  Peace,**  a  film 
which  in  20  minutes  gives  a  resume 
of  what  isolationism  and  appease- 
ment nuam  in  ilu-  j)asi,  and  of 
what  inclitfereiue  lo  world-wide  fam- 
ine can  mean  in  the  liiture.  It  con- 
cludes with  an  irresistible  logic  that 
only  collecti\e  action  can  bring  per- 
manent peace. 

Ihe  residts  were  magnificent!  Tfre 
compositions  written  innnediately 
after  the  showing  of  the  film,  re- 
vealed, mirabile  di(t\t.  that  almost 
90"^  of  the  class  now  believed  sin- 
cerely that  war  was  pre\eniable.  To 
be  sure,  William  Saliei  and  three 
other  students  still  stuck  to  their 
guns.  "War  can't  be-  stopped," 
they  still  wrote. 

Their's  was  now  Init  a  small, 
sickly  voice.  It  was  being  drowned 
out  by  the  majority  who  hoped; 

"W'e  can  do  without  another  war. 
but  wc  must  work  and  iniite  with 
other  beings.  W'e  iiuist  learn  how  to 
share  what  we  ha\e  with  less  for- 
tunate people  all  o\er  the  world. 
I  felt  a  chill  go  down  my  spine  when 
I  saw  those  people  in  the  picture 
walking  in  bare  feet  on  stone.— But 

"  Source:  Parliamentary  PtoccituTti  in  Action,  14 
min.,  $60.  Coronet  Prcxlutcions.  (»lci)vic\v.  niinuis. 
*•  Source:  Sou'  tlir  Peace,  22  min..  S.W.  Brandon 
Films.  Inc..  1600  Broaduav.  New  York  19.  New 
York. 


I  tell  a  warm  feeling  in  my  iieaii 
when  I  saw  how  the  men  from  all 
paits  ol  the  world  were  planning  tc* 
help  out.  Some  day  these  poor 
pecjple  will  get  their  strength  back. 
—Some  day  the  I'liiled  Nalicjiis  can 
build  and  reconstruct  together," 

.SEE    &     HEAR     MAGAZINE 

BOOK  REPORT 

Look,  Listen  and  Learn  by   Harry 

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♦  This  extremely  timely  book, 
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Besides  a  more  than  adec]U,He 
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buying  equi])meiit,  the  principles 
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the  audio-visual  program,  complete 
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Without  question  litis  volume. 
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TRAINING  YOU 
TO  TRAIN  YOUR  DOG 

The  Accepted  fAethod 
of  Obedience  Training 

8ASED    ON    THE    BOOK    OF    THE    SAME    TITLE    BY 
BLANCHE    SAUNDERS 

PUPPY 

TROUBLE 

—  20  Minutes 

Helen  Hayes  & 

Lowell  Thomoj, 

Narrotors 


BASIC 

OBEDIENCE 

INSTRUCTION 

—  32  Minutes 

Lowell  Thomas, 
Narrator 


ADVANCED 
OBEDIENCE 
INSTRUCTION 

—  27  Minutes 

Lowell   Thomas, 
Narrotor 

Three  16mni  Sound  Films  in  Color  or 
Black  and  White 

Blanche  Saunders,  Director; 
toutie  Branch,  Producer  &  Photographer 


United  Specialists,  Inc. 

America's   Foremost   Producer  of   Dog  Films 

PAWLING    •    NEW   YORK 


For  YOUR 
Faculty  Meetings 

By  Miss  Evelyn  Kralman 

W'ulla    Walla    Corinly   Schools,    H'alla    Walla,    Wa^iliiiigton 


THE  MOST  CAREFULLY  or 
ganized  materials  library  and 
the  finest  equipment  in  the 
world  will  be  useless  unless  the 
teachers  in  the  school  system  are 
willing  to  use  them,  and  are  tiained 
to  do  so  effectively.  Few  teachers  in 
the  schools  today  have  had  any  ex- 
[jerience  or  training  in  the  use  of 
audio-visual  aids.  When  a  new  pro- 
gram is  imposed  on  teachers  by  the 
purchase  of  a  motion-picture  pro- 
jector, it  is  only  natural  that  they 
may  accept  it  as  a  haphazard  thing 
rather  than  as  a  powerful  teaching 
instrinnent  \vith  which  to  vitalize 
the  school  curriculum.  And  that— 
Mr.  .Administrator,  is  where  your 
facidty  meetings  can  become  an  ef- 
fective in-service  training  program! 
An  effective  in-ser%ice  program  can 
be  carried  on  in  any  local  school 
or  district.  The  superintendent  or 
principal  is  the  logical  leader  in  plan- 
ning changes.  He  may  a])p()int  one 
of  his  staff  who  has  had  training  in 
the  field  to  do  the  job.  W^hoever  is 
responsible  for  such  a  program  can 
only  h(jpe  to  succeed  if  he  plans  and 
works  cooperatively  with  the  teach- 
ers. This  responsibility  is  here  broken 
down  into  parts  as  follows: 

IHelp  teachers  recognize  and 
•  appreciate  the  place  and  pos- 
sibilities of  all  iiisnal  aids  by  provid- 
ing training  in  correlating  materials 
with  each  other  and  with  the  cin- 
riculum.  This  may  i)e  accomplished 
in  the  faculty  meeting.  Out  of  these 
meetings  may  grow  such  follow-ii|)s 
as:  reading,  reports,  and  group  dis- 
cussions. 

2.\t  later  meetings  acquaint 
•  teachers  with  a  wide  \ariety 
of  available  materials  and  show  them 
the  advantages,  limitations  and  in- 
structional possibilities  of  each.  This 
nia\  best  be  followed  up  by  making 
materials  available  to  teachers  for 
experimental  use  in  the  classroom. 
•Some  guide  for  evaluating  materials 


shoidd  be  put  into  their  hands  to 
aid  them  in  making  critical  evalua- 
tions. 

3  Instruct  teachers  in  the  proper 
•  techniques  and  procedures  of 
developing  audio-visual  lessons.  Dem- 
onstration lessons  may  be  presented 
before  faculty  meetings  and  be  fol- 
lowed by  discussion  ot  most  effective 
methods.  Demonstrations  are  defi- 
nite, realistic,  practical,  and  reassur- 
ing. Teachers  think,  "Oh,  I  can  do 
that."  These  demonstrations  may  be 
furnished  by  teacher-training  films, 
resource    persons,    or    best    of    all, 

TF.ACHF.FtS   OF  THE   RF.r.Ut-\R  TF.-VCHINO 

ST.^FF.  The  principal  shoidd  recog- 
nize good  teaching  practices  not  only 
to  encourage  the  creative  teacher, 
i)ut  also  to  bring  others  up  to  a 
higher  level  of  skill. 

4.\cquaint  teachers  with  cvalua- 
•  tion  plans.  .After  teachers  be- 
come acquainted  with  various  kinds 
of  materials  and  techniques  and  have 
had  some  experience  in  using  them 
in  the  classroom,  they  are  ready  for 
a  constructi\e  evaluation  program. 
It  shoidd  begin  with  group  evalua- 
tions where  teachers  will  t)e  encour- 
aged to  exchange  their  ideas.  The 
ii<atuation  program  mint  nltimateh 
occur  in  the  classroom  itself  and 
become  a  cooperative  xientwe  of 
students  and  teachers.  It  must  be 
realized  that  evaluation  develops 
slowly  and  nuist  be  a  rontinuous 
process.  The  first  forms  should  be 
relatively  simple  and  as  teachers  de- 
\clop  in  ability  to  e\aliiatc  materials, 
more  detailed  forms  may  Ix'  adopted. 

5  Instruct  teachers  in  the  opera- 
•  tion  of  projectors  and  other 
devices.  This  objective  could  best 
be  achieved  in  a  workshop  set-up. 
Here  they  should  be  given  experi- 
ence in  operating,  adjusting,  and 
caring  for  projectors  and  other  tyjx^s 
of  e(|iiipment;  in  making  lantern 
slides,  models  and  maps;  in  design- 
ing   and    constructing    exhibits:    in 


34 


SEE      AND      HEAR 


Lrinumng.  nuMuiciiig.  labeling  and 
storing  photographs  and  prinis.  The 
teachers  themselves  as  well  as  re- 
source perscHis  can  make  \-aluable 
contributions  to  this  pan  of  the  |Ht>- 
CTiam. 

In  introducii:^  teachers  to  new 
equipment— go  slowlv.  Some  teach- 
ers may  be  perturbed  when  faced 
with  mechanical  equifMnenu  It  is 
best  to  help  only  one  or  tv>o  teachers 
at  a  time.  aiKi  ikx  attempt  to  teach 
evervThing  in  one  lesstMi.  Bui  re- 
member—the teacher  who  has  learned 
to  use  equipment  ikiell  has  confidence 
in  what  it  can  do  in  the  dassroom 
leamii^  situation  —  and  —  that's  the 
real  soal. 

Interpreting  Christmas: 

(C  O  \  T  1  N  L  E  D     F  S  C>  M     PAGE     1  ? 

ordinarv'  learning  jiiuaiions.  One 
can  just  hear  the  'oh's'  and  'ahV 
whidi  will  come  from  the  children 
as  the%  see  these  pictures." 

One  of  the  qualities  that  we  think 
is  \aluable  is  that  these  slid^  I^ing 
the  "feel"  of  the  Chiistmas  stcHy 
right  to  the  children  and  at  their 
level.  It  no  loiter  is  a  remote  sUHy . 
unreal,  somethii^  bom  another  a^ 
that  has  no  meaning  to  them.  E^ien 
parents,  adults  thot^h  they  are. 
would  not  fan  to  be  carried  away 
b\  the  spirit  of  a  prtsentation  such 
as  tlm.  To  the  parent  who  is  ear- 
iK^tlv  seardiii^  fcM*  a  means  of  pre- 
senting the  real  Christmas  stcxv  to 
the  child,  these  slides  shoidd  be  (xie 
a\enue  throu^  which  that  wniKtmna 
and  understandii^  and  interest  can 
be   approached,    ptarticulaiiy   today. 

Frequently  wie  have  cmne  to  ques- 
tion the  real  \-aIue  of  highly  indi- 
%-iduali2ed  chfld  participation  in  a 
Christmas  fsogram.  Time  is  shcHt, 
jwactioe  periodis  are  often  not  avail- 
able throu^  which  the  child  can 
really  be  j^ced  in  a  position  <^ 
confidence.  Thereffxe'  too  often  we 
see  a  child  haltingly,  stumblii^y. 
proceed  through  a  Christmas  read- 
it^  or  recitation,  lo  his  own  em- 
barrasanent.  We  have  come  to  feel 
that  the  program  which  invoh'es 
partidpaiion  of  all  the  children  in 
situations  which  do  rmt  have  to  be 
labmiouslv  rdiearsed  is  certaiidy  the 
kind  of  a  {Hngram  we  would  like  to 
see,  particularly  durir^  the  Christ- 
mas season  where  the  mood,  the 
attitude,  and  the  understanding  of 
Christmas  ^irit  are  important. 


e.«  en  e^i  «.i  «.i  «.i  «.f  «_•  «j.i  «,i  «.i«.» «.' « 

Christmas  Materials: 


(CONTINCED  FKOM   PAC 

•Q  Come.  .\11  Ye  Faithful."      A-.^. 

in  a  Mar»ger, "  "Silent  Night.  Holy 

Nighu"  •'Joy  to  the  Worid.-  "Hart: 

The  Herald  .\i^dls  Sii^."  and  "O 

Little  ToH-n  of  Bethlehem." 

Three  Wise  Men— filmstrip.  S2 

frames,    BkW,    S2.50:    Cathedral 

Films.   1970  X.  Cahuei^  Blvd.. 

HoUywo-  •     1  ■       -lif. 

•  This  filn-  ias  The  Xathn- 
fjr.  The  ris::              Three  Wise  Men. 
Th-   ^'  :'  ■           A^.pl— acooftiii^  to 
th--                        ^r   Matthew.  ] 
W                   L                   -lel  Kndt  — 

-.  :  45  frames. 

Films,  1970  X. 
1^  .a_    Hollywood    Z-^ 

•  Cartoon  presentaticMi  of  an  orig- 
inal story  of  'TThe  Xati^ity." 

SLroE  PROGR_A3IS 

Christ  Is  Bom-£5  slides,  $14.80, 
Church-Craii.  3312  LindeU  Bhnd- 
Sl  Louis  3.  Mo. 

•  Like  the  lot^a*  Christmas  Blessings 
thi<i  entire  service  has  been  carefully 
and  cmnpletely  outlined  in  the  pro- 
gram guide.  Shortoied  in  lei^th.  it 
inH"des  fewer  of  the  oaAar  BiUe 
Slides.  Includes  the  Birth  of  Jesus.. 
the  risil  Of  The  Wise  Men,  and 
Christ  Is  Bom.  These  provide  the 
necessary  backgroiuMi  for  a  beau:i- 
ful  pttigiam.  It  will  be  found  to 
serve  where  time  is  limited,  or  for 
supplementarv  services  [veoedii^  or 
fcdloti-ii^  the  kM^er,  more  cmiifdete 
worship.  Included  are  two  H^^mn- 
slides,  "Oh  Come  .All  Ye  FaithJFuL" 
and  "Joy  To  The  Worid." 
Christmas  Blessings — JO  slides. 
$23J0,  Church<jali.  3312  Lindell 
Blvd.,  St.  Louis  3,  Mo. 

•  A  ftdl-ler^;th  service  planned  and 
completely  programiaed.  Everythii^ 
is  outlined  requirii^  no  advance 
preparation  estcept  routiiie  rehears- 
als. Beautifid.  throu^  the  iii2^;ic  oi 
glorious  natural  col<M',  "Christmas 
Blessii^''  ofers  an  t^^xirtunity  to 
prcsent  an  inspiric^  and  impressi^'e 
service.  Includes  thirty-seven  scenes 
and  three  adorfid  Hynmslides.  .\p- 
proximatelv  seventv  recitations  cover 
Old  Testament  Profdiecies,  Jesus' 
Birth.  Wise  Men's  \lsit,  and  the 
m*-a fling  of  Christmas.  (o^'^') 


T>.;s  II  C — -o 

KarrveT  Ccrcw-ere^ 

• 

TECHNICOLOR  CARTOONS 
R»  e-cj-s-s  Sr 

z   w.AJCS   COWJiAKY 


coHminiE«.Ti  ncTiiEs 


-VaA  I9.K.V- 


Christmas  Gift 
Ideas: 

1.    A  Subscription  to 
See  &  Hear  MasazLne 
For  the  Vistud  Er. 
*  A  special  Gift  C  ^  ^ 
be  sent  on  request,  acknowl- 
edffcag  your  Christinas  Gift 
Order  of  an  annual  sntKcrip- 
lion  to  SEE  &  HE.\R.  sent 
2Ti\-»ihere  in  the  world.  One 
full  >ear  (9  issues)  only  $3.00 
postpaicL      (Two  year  sub- 
scriptioa    sa\-es    $1.00    and 
costs  only  S5.00  postpaid.) 
It's  a  welcome  holiday  re- 
memtxance  for  a  teacher! 
2.  .And  don't  forget  the  Pro- 
jectioDist's  Handbook.  Only 
51.00  postpaid! 

Order  these  today  from 

.\ITH0-MSUAL 

PUBLICATIONS 

812  N.  Dearborn  Street 

Chicaso    (10)    IIliiioi$ 


DECEMBER     •      1947 


This  Christnms or  any  time Semi  ii  Copy  of: 

The  Audio-Visual 

Projectionist's 
Handbook 


A  Graphic  Color  Pictorial  Manual 
On  the  Principles  of  Showmanship 

F.VERV  EDUCATIONAL  I'SER  of  16  mm 
motion  pictures  and  slidetilms  should  have  and 
use  copies  of  this  first  complete  color  pictorial 
manual  which  shows  in  step-by-step  detail  how- 
to  put  on  a  good  film  showing. 

Preparation,  room  arrangement,  equipment 
checks,  trouble  points  and  all  other  details  are 
clearly  and  concisely  explainetl  in  graphic  il- 
lustrations and  text,  created  for  student  and 
advanced  operators  in  school,  institutional  antl 
religious  fields. 

All  standard  projection  types  are  also  shown 
in   original    threading   diagiams.   an   exclusive 
copyright  feature  of  the  Projectionist's  Hand 
book.     Now  being  used  in  thousands  of  schools 
and  churches  throughout   the  world. 

Price  One  Dollar.   Postpaid 


AUDIO-VISUAL  PUBLICATION   HEADQUARTERS 

812    N.    DEARBORN    STREET.    CHICAGO    (10) 


Iltastrattti  'if 


Title  card  from  Ike  SI.  Sicholas  slide 
proaram   ilhislratrd   by    IliH   Sash   for  Sl'h 

(COMIMll)       FROM       I'RKVIOls    1' \(,1  ) 

A  Christmas  Carol— 1, '5  2"  x  2"  slitk- 
set,  S6.50,  \vitli  manual,  Sociei)  lor 
X'isual  Ediuation,  100  E.  Ohio  Si.. 
Chicago  11,  111. 

•  Ihese  Koclachioiiic  slides  otitr  a 
vi\id  interprciation  of  die  popular 
Christmas  story  by  Charles  Dickens. 
Complete  set  in  Reach  Mounts  \viili 
manual. 

Christmas  In  Bethlehem— 24  slides, 
SH.20.  Church-Cratt.  3312  Lindell 
Blvd.,  St.  Louis  3.  Mo. 

•  The  Christmas  storv  is  enacted  h\ 
exquisitely  designed  and  brillianth 
colored  hand-made  ceramic  figurines. 
Each  tiny  figiu-e  performs  a  given 
task  in  each  sparkling  jewel-like 
scene  to  make  "Christmas  In  Beth- 
lehem" a  supremely  beautiful  and 
exciting  experience. 

Christmas  Worship  Service  For  Jun- 
iors—15  2"  \  2"  slide  set.  S6.50  with 
manual.  Society  for  Visual  Educa- 
tion, Inc.,  100  E.  Ohio  St..  Chicago 
11,  111. 

•  This  slide  set  on  the  "Christmas 
Story"  is  especially  recommended 
for  use  in  junior  congregations.  Tlie 
colorful  pictures  and  the  hvmnslides, 
together  with  the  accompanying  de- 
scriptive manual,  form  the  basis  for 
effective  Christmas  worshij). 

Story  of  the  Birth  of  Christ— l.'i 
2"  X  2"  slide  set,  57.30  with  manual. 
.Society  for  \'isual  Education.  Inc.. 
100  E.  Ohio  St„  Chicago  11,  111. 

•  This  group  of  Kodachronie  slides, 
reproduced  from  the  paintings  of 
great  artists,  can  be  used  effectively 
in  voiir  Christmas  programs. 

A  Visit  From  St.  Nicholas— 13 
2"  X  2"  slide  set,  S7.30  with  manual. 
Society  for  \'isual  Eilucation.  hu.. 
100  E.  Ohio  St.,  Chicago  11,  111. 

•  This  set  of  original  water  colors, 
reproduced  in  colorful  Kodachronie, 
illustrates  one  of  the  most  popular 
Christmas  poems  for  children,  "The 
Night  Before  Christmas."  Complete 
set  in  Readv-Mounts  with  manual. 


SEE      AND       HE    A    R 


Thousands  of 


Teachers'  Assistants"  are 


at  your  service! 


Puts  them  to  ^ork  for  you, 
speeding  instruction, 

lightening  heavy  loads 


Day  after  day,  more  and  more  educational  films 
are  being  added  to  the  nation's  16mm  film 
libraries  .  .  .  films  covering  everything  from 
laboratory  sciences  to  fine  arts  .  .  .  for  all  classes 
from  the  grades  through  college. 

And  to  help  you  take  full  advantage  of  this 
wealth  of  modern  teaching  material.  Bell  & 
Howell  offers  you  the  professional-quality  FUmo- 
sound  projector. 

With  a  Filmosound,  you  are  always  assured 
screen  pictures  that  are  jump-free,  bright,  and 


sharp.  Sound,  cleared  of  "flutter"  and  hum,  is 
truly  natural,  even  in  large  halls. 

Teachers  who  have  used  motion  pictures  most 
successfully  know  the  new,  cooler  operating 
FUmosound  as  the  easy-to-thread,  film-protect- 
ing school  projector  for  both  sound  and  silent 
16mm  films.  Plan  now  to  let  Filmosound  work 
for  you.  For  complete  information,  write  to 
Bell  &  Howell  Company,  7184  McCormick  Road, 
Chicago  45.  Branches  in  New  York,  Hollywood, 
Washington,  D.  C,  and  London. 


/^•sf'^H* 


Since  t307  the  largest  Manufacturer  of  Professional  Motion  Picture 
Equipment  for  Hollywood  anil  the  World 


^Matter  and  Molecules'^ 


LIGHTED 
PICTURES 

• 

6  SLIDEFILMS 

Slidefilms  in  the  Kit — 

1.  Why  Study  Physics 

2.  Matter 

3.  The  Structure  of  Matter 

4.  Effects  of  Molecular  Motion 

5.  Molecular  Forces  in  Matter 

6.  Molecular  Forces  in  Liquids 

$2595 

AsJr  about  our  order-on-approval  plan. 


A  UNIT  OF  THE  AIR  AGE  PHYSICS  SERIES 

This  kit  has  been  prepared  as  visual  teaching  material  for  the  high 
school  physics  course.  It  has  been  classroom-tested.  In  these  studies 
of  matter  and  molecules,  the  student  is  given  an  understanding  of  the 
properties  and  structure  of  matter,  the  kinetic  theory,  and  molecular 
forces.  Each  film  is  organized  into  lessons  which  include  applications 
of  principles,  summary,  and  reviev/  questions.  Designed  to  encourage 
class  participation,  the  films  refer  to  the  everyday  experiences  of 
the  student. 

Also  available  in  the  Air  Age  Physics  series  is  the  film  kit  "Fluids." 
"Fluids"  consists  of  13  discussional  slidefilms  with  1,042  lighted 
pictures,  in  any  size  you  want  them.  These  two  kits  will  help  the 
instructor  in  feacbing  —  and  the  student  in  learning — physics. 

•  •  • 

These  films  may  be  purchased  through  our  nationwide  distributor  organization. 


4 


i| 


JAM  HANDY 


THE   JAM   HANDY   ORGANIZATION,  2831  East  Grand  Blvd.,  Detroit  11,  Michigan 

Pteoje  enter  our  order  for  the  slidefltm  kit-set  "Matter  and  Molecules."   Q  ^''  s'no'*  Aim  No. 
Please  send  catalog  of  other  slidefilms  and  moving  pictures.   []] 

We  olso  would  tike  information  concerning  other  slidefttm  kits  in  the  Air  Age  Physics  series.  Q 
Name Posi  tion 


Organtzotion_ 

c;ty 


-Addrast- 


_2one_ 


-Price  S4.50. 


_Stote_ 


Prices  f.o.b.  Detroit — subject  to  change  wifhouf  notice;  o/«o  stib/ect  to  state  sales  lax. 


Hear 


INTERNATIONAL  JOURNAL  OF  AUDIO-VISUAL  EOUCATION 


ill 


EDUCATl^. 


Now    TO    CHOOSE    AND     USE    AUDIO-VISUAL   TEACHING    MATERIALS 


The  world  of  knowledge  comes  to  life 
in  each  and  ever)'  classroom  with  the  use 
of  the  new  Victor  Lite-Weight  —  the  qual- 
ity sound  projector  specifically  designed  for 
your  classroom. 

Simple  to  set  up  and  easy  to  operate,  the  Victor 
Lite-Weight  assures  a  new  concept  in  visual  educa- 
tion. Its  flawless  performance  makes  teaching  easier, 
learning  more  accessible. 

Write   today   for   descriptive   literature   on   the   revolu- 
tionary new  Lite-Weight  —  the  portable 


m 


projector  At  The  Head  Of  Its  Class. 


A>td  the  Victor  Triumph  60  for  auditorium 
use  and  larger  audiences  indoors  and  outdoors. 


The    World   of   Knowledge 
Comes  to  Life 


WORLD'S    LARGEST    SERVICE    ORGANIZATIO 


P 


■mperlant  news  for  teachers  and  pwpils... 

6  IMPORTANT  NEW 
ENCYCLOPAEDIA  BRITANNICA  FILMS! 


11 


USING  THE   BANK 


Every  new  EBFilm  is  a  powerful  contri- 
bution to  good  teaching,  because  every  EBFilm 
is  an  authentic  and  forceful  aid  to  learning.  And 
because  ever)-  EBFilm  is  core  curriculum  mate- 
rial .  .  .  produced  by  educators  jor  educators  — 
designed  specifically  for  classroom  use. 

Ready  for  you  now  are  six  new  EBFilms : 

USING  THE  BANK,  MEANING  OF  LONG  DIVISION, 
A  DAY  AT  THE  FAIR,  MAKING  BRICKS  FOR  HOUSES, 

THE  DOCTOR,  and  BUILDING  A  HOUSE  .  .  .  ab- 
sorbing classroom  material  that  will  focus  at- 
tention, provoke  discussion,  make  both  teaching 
and  learning  more  effective,  more  thorough. 

You'll  want  to  see  these  films  right  away 
.  .  .  and  plan  to  use  them  in  your  classes.  Re- 
member .  .  .  EBFilms  are  easy  to  obtain,  easy  to 
use,  easy  to  budget.  Write  now  for  full  infor- 
mation. 


EBFilms  Also  Announces 
3  New  Teaching  Slidefilms  Series 


I 


Explairu  banking  funaions  so 
char  t-vc-n  youngsters  can  grasp 
important  financial  opera- 
tions. Makes  arithmetic  both 
meaningful   and  /un  to  Imrn. 


1  ^ 

MEANING  OF  LONG  DIVISION        ^3  -(SI^  23;  724 

~-23  -^  69 

-23 


—  Cleverly  animated  diagrams 
show  long  division  as  a  series 
of  simple  subtractions,  make 
this  once-difficult  subject  eas> 
to  understand. 


-23    ♦{^ 


■.A      MAKING  BRICKS  FOI  HOUSES 


Complete  manufacture  of 
bricks,  how  they  are  used,  why 
I  they  are  important  to  our  civ- 
ilization.  Another  in  EBFilm^' 
great  social  science  series. 


THE  DOCTOK 


A  full  day  in  the  life  of  a  child 
specialist,  with  valuable  side- 
lights on  the  doctor  s  office,  the 
hospital  and  the  care  and  pre- 
vention of  sickness. 


THE    HUMAN    BODY 

—A  slidefilm  series 
of  8  self- contained 
teaching  units.  Au- 
thentic drawings, 
photographs,  and 
micro-photographs 
present  a  difficult 
problem  in  a  memo- 
rable way. 


A  Ik 


ANIMAL    FRIENDS- 

Produced  by  popular 
demand  from  eight 
great  EBFilms.  To 
be  used  alone  or  in 
conjunction  with  the 
films.  Especially  ef- 
fective in  language 
arts  courses  in  pri- 
mary' grades. 


USING    NUMBERS  - 

16  teaching  units  that 
cover  clearly,  simply, 
and  understandably 
the  meaning  and  use 
of  numbers.  Includes 
counti  ng,  reading 
numbers,  writing 
numbers,  and  work- 
ing with  numbers. 


ENCYCLOPAEDIA  BRITANNICA  FILMS  INC: 


20   NORTH   WACKER   DRIVE 


CHICAGO   6,  ILLINOIS 


THE  EDITORIAL  ADVISORY  BOARD  OF  SEE  Sc  HEAR  MAGAZINE 


KiK.fk   AiiiKiuiii,  Motion  Picture  Association 

LtsTER  Anderson.  University  uf  Minnesota 

y.  C.  .\r\spicer,  LncycloJMcdia  Brilannica  Films,  Inc. 

Lester  F.  Beck,  University  of  Oregon 

Esther  Berg,  New  York  City  Public  Schools 

Camilla  Best,  New  Orleans  Public  Schools 

Floyde  E.  Brooker,  US.  Office  of  Education 

Jamfs  \V.  Br<)»\.  Syracuse  University 

Robert  H.  Birgert.  San  Diego   City  Schools 

Miss  J.   Margaret  Carter.  Xalional  Film    Board 

Lee  W.  Cochran,  University  d)  Imva 

Stephen   Nf.  Corey,  University  of  Chicago 

C.  R.  Crakes.  Educational  Consultant,  DeVry   Cor/t. 

.\mo  DeBernardis.  Portland  Public  Schools 

Dean  E.  Douglass,  Educational  Dept.,  RCA 

Henry   Durr.   I'irginia  State  Department   of  Education 

Glen  G.  Eye,  University  of  IVisconsin 

\V.  G.  Gnaedingir.  Slatr   College   of    W  in^hington 

Leslie  Frye,  CU-veland  Public  Schools 

Lowell  P.  Goodrich.  Supt.,  Milwaukee  Schools 

Wiluam   M.  Gre(.ory.   ll'estern  Reserve   Unwersity 

John  L.  Hamiltov.  Film  Officer,  British  Information  Service 

O.  A.  Hankammer.  Kansas  State   Teachers   College 

W.  H.  Hartley  ,  Tnwson  State  Teachers  College,  Maryland 

John  R.  Hedges,  University  of  Iowa 

\iRGIL  E.  Hfrrick,  University  of  Chicago 


Henry   H.   Hill,  President,  George  Peabody    College 

Charles   Hoff,   University   of  Omaha 

Walter   F..   Jqii\so.\.  Society  foi    i'isual  Education,  Inc. 

Wanda    Wiueler  Johnston.   Knoxville   Public  Schools 

Herold  L.  Kooser.  Iowa  State  College 

Abraham   Krasker.  Boston    University 

L.  C.  Larson,  Indiana  University 

Gordon  N.  Mackenzie,  Teachers  College,  Columbia  Univ. 

Harold  B.  McCariy,  Director  WHA,  University  of  Wisconsin 

Bert   McClelland.   Victor  .inimatogtaph    Corporation 

Charlks  p.  McInnis.  Columbia    (S.C.)    Public  School), 

Charlfs   F.    Mmafr,    University   of   North    Cnrolitia 

Ervine  N.  N'elsen.  The  Ampro  Corporation 

Elizabeth  Goudv  Noel.  Radio  Consultant,  California 

Frvncis   iNofi.,  California  State  Department  of  Education 

Hfrbert  Olander.  University  of  Pittsburgh 

Bovu  B.  Raki'siraw,  University  of  California,  Berkeley 

C.    R.  Reagan.  Film  Council  of  America 

1)()\    C.   Rogers.   Chicago   Public  Schools 

W     ]'.   Rowland,  Lexington,  Kentucky,  Public  Schools 

E.   E.  .Seciirif-si  .   Birmingham   Public  Schools 

H  \RoLi)  Si'EARs,  ,Vei('  Jersey  State  Teachers  College 

Aktjur  .Stfmus.  Detroit   Public  Schools 

l.ixiA   1uoii\(;er.   University  of  Colorado 

l'\ui    Wf.ndt.   University  of  Minnesota 


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auditoriums,  classrooms  or  group 
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instruction  and  coaching.  Weighs 
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INTERNATIONAL  JOURNAL  OF  AUDIO-VISUAL  EDUCATION 

C  ONTENTS    FOR    JANUAR  Y 

News  Highlight.s  of  the  .Moiiih 9 

W^orld  History  in  Classroom  Motion   Pictures 10 

SEE   i-   HK.XR  SPECI.\L   REPORT 

The  Next  Decade  of  Audio- Visual  Use:   Part  2 13 

.\udio- Visual  Program  Standards:    Part  5 17 

The  DAVI  Program  for  Atlantic  City 20 

We  .Are  Today  Spending:   A  Scries  of  Statements 21 

Radio  as  a  Teaching  Aid 25 

A  Report  on  Educational  Recordings:   Part  2 26 

New  Audio-Visual  Materials  for  Classroom  Use 27 

Sources  of  New  Materials  for  School  &  Communitv 35 

PUBLISHED  AT  812  N.  DEARBORN  STREET  -  CHICAGO  10,  ILL. 

Earl  M.  Hale,  President  O.  H.  Coelln,  Jr.,  Publisher 

Walter  A.  Wittich,  Editor  John  Guy  Fowlkes,  Editor 

William   Ball,  Art  Director 

New  York  Office: 

501  West  113th  Street, 

Robert  Seymour,  Jr.,  Eastern  Mgr. 


Los  Angeles  Office: 

.S418  Gardenside  Lane, 
Edmund  Kerr,  Western  Mgr. 


Features  of  This  Issue         ! 

♦   The  special  reptorts  which  begin  i 
on  Page  13  of  this  issue  and  continue  ! 
through    Page   24   represent    untold  I 
hours  of  research  by  tJie  authors  and 
further  painstaking  work  by  the  an 
cdiiors  of  See  &  He.\r.    The  format 
ill    which   these   useful   analyses   are 
pitstiited    is    frankly    experimental. 
I  hiough  its  use  schools  thioughoiii 
tiic  country  ma\    later  obtain  extra 
((ipies  of  the  data. 

The    high    professional    stimtlaitk 
attained  by  the  editors  of  Si  k  &  Hear 
and  made  possible  bv  our  contribu- 
tors  is   recognized   throughout    LI.S.  [ 
education.     Constant    use    is    being 
m:tde  of  articles,  sj)ecial  reports  and  j 
ottur    features   for   presentations   to' 
Ijoards  of  education  and  within  the 
schools  themselves. 

Special  thanks  go  to  authors  Bras- 
lin,  Tabler,  Gilmore  and  to  the  Na- 
tioiKil  Committee  of  If  representa- 
li\e  eiimatoisl  — OHC 


tssiic  5  of  \'olume  3,  publish*^  Janujrv.  1948.  al 
H12  North  Dearborn  Street.  C^hirago  10.  h\  .\udir)- 
\"isual  Publications.  Inc.  Trade  Mark  Rcgistereri 
I'.  S.  Patent  Office.  Entire  Contents  Cop\Tighl 
1947.  Internaitonal  Rights  Resentxi.  Application 
for  second  clavs  matter  pending  at  the  Post  Office 
Chicago.  Illinois.  Bv  subscription:  S3. 00  for  the 
schtx)!  year;  foreign  53-50.  Addre«  all  advertising 
and  subscription  requests  to  the  Office  of  Publica- 
tion in  Chicago,  Illinois.  1 


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With     English    Titles 

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AMPLIFIER,  SPEAKER  AND 
SCREEN  — AIL- IN -ONE  — 
SMALt,  COMPACT  CASE 
WEIGHING  LESS  THAN  3)   LBS. 


The  New  Under  31  Ib.'Bantam" at  $325 
Gives  You  BIG  Projector  Features  Pjus 
Many  New  Exclusive  DeVry  Refinements 

•  Brilliant,  Flickerless  Pictures 

•  Amazingly  Life-Like  Sound 
*2000  ft.  Film  Capacity 

•  750-1000  Watt  Illumination 

•  Light  Out-Put  Exceeds  200  Lumens 

•  Sound  and  Silent  Projection 

•  Fast  Motor-Driven  Rewinding 

•  Coated  Projection  Lenses 

•  Coated  Condenser  Lenses 

•  Automatic  Loop  Setter 

•  Rotating  Sound  Drum 

•  Prefocused  Exciter  Lamp 

•  Simplest  Film  Threading 

•  Instant,  Positive  Tilting 

•  Precision  Built  of  Quality  Materials 

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•  Motor  Driven  Forced-Air  Cooling 

•  Operation  on  Either  AC  or  DC 


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flinch  ALNICO  5 
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speaker,  is  readily 
detachable  for 
placement  at 
screen   as    desired. 


Dual  Case  "Dao- 
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case.  8"  ALNICO  5 
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ffi!^ 

fam  Handy  Noiv  Excluswe  Di 

♦  The  Jam  Handy  Organization, 
Detroit,  is  now  excliisi\c  distribiiloi 
for  CAirriculiiin  Filni.s  in  the  Lhiiied 
States  and  Canada.  Under  the  new 
distribution  plan  the  two  organiza- 
tions will  be  able  to  expand  their 
visual  aids  program  for  sciiools,  and 
to  make  more  color  films  available. 
Curricnlinn  Films  has  conducted  ex- 
tensive research  to  determine  ihe 
fields  in  which  educational  films  are 
needed  and  has  followed  through 
with  the  development  of  new  film 
subjects  planned  under  ihe  guidance 
of  teaching  authorities. 

Curriculum    filmstiips   now    being 


stributor  for  Curriculum  Films 

distributed  by  Jam  Handy  include 
series  on  secondary  mathematics, 
English,  primary  reading,  history, 
and  sports.  Additional  films  aie  be- 
ing prepared  for  future  distribution 
to  schools.  For  complete  informa- 
tion on  all  Ciuricidimi  productions 
write  directly  to  the  Jam  Handy 
Organization  offices  at  2821  East 
Grand  Bonle\ard,  Detroit  11.  Michi- 
gan,   or   contact    the   distributor    in 

\oiir  area. 

#        *        * 

♦  Post  Pictures  annoiuice  that  the 
six  16mm  subjects  in  the  Songbnnk 
of  the  Screen   are  ,S20  each. 


Seiv  Booklet  on  School  Sound 
Recording  and  Equipment  Released 

♦  Of  interest  to  all  teachers  and 
school  executives  is  ".School  Sound 
Recording  and  Pla^ijack  E(|uip- 
meni,"  a  new  34-page  booklet  which 
is  available  from  either  the  Radio 
Section.  U.  S.  Office  of  Education. 
Washington  25,  D.  C,  or  the  Radio 
.Manufacturers  .\ssoc.,  1.317  F  St. 
N.W.,  Washington  4.  D.  C:.  Single 
copies  are  available  free  of  charge; 
quantities  may  be  ])urcha.sed  from 
tile  Radio  Manufacturers  .\ssoc.  .Al- 
so available  from  the  same  sources 
is  "School  Sound  Systems,"  Avhith 
\vas  published  last  vear. 

Air  Forces  Announces  Soiutd  Films 
Now  Available  for  School  Purchase 

♦  In  response  to  main  recpiests  from 
schools,  ROTC  units,  and  ci\ic  or- 
ganizations, the  U.  S.  Air  Force  has 
just  released  to  the  U.  S.  Office  of 
Education  selected  prints  of  motion 
pictures  pertaining  to  air  combiit 
activities  in  various  theatres  ol  op 
erations  during  the  recent  hostilities. 
The\  ma\  be  purchased  for  school 
or  public  noii-prolit  screenings  Irom 
the  L'SOE  contractual  agencN.  Castle 
Films.  30  Rockefeller  Pla/a.  New 
\'ork. 

The  films  released  iiulude  the  fol- 
lowing: 

Air  Siege  (20  min) .  The  story  of 
the  15th  Air  Force  and  the  Ploesii 
Oil   Field  raids. 

D-Day  Minus  One  (20  min)  .  The 
story  of  our  paratroops  and  glider- 
men  who  went  into  France  ahead  of 
the  main  invasion  forces  to  spear- 
head the  attack. 

Fight  for  the  Sky  (20  min) .  lllus 
trates  the  use  of  fighter  aircraft  in 
driving  the  Luftwaffe  from  the  sky. 
and  clearing  roads,  railroads,  and 
waterways  for  the  oncoming  .\lliecl 
ground  forces. 

Target  Tokyo  (20  min).  This  is 
the  stor\,  as  the  narrator  says,  "of 
the  longest  bombing  mission  in  his- 
tory." The  camera  follows  the  crews 
of  the  long-range  B-29  bombers  from 
their  training  grounds  at  Grand 
Island.  Neb.,  to  the  actual  bombing 
of  Tokyo. 

Loan  prints  of  these  films  for  pre- 
\iew  ]:)urposes  may  be  obtained  by 
writing  the  Department  of  the  .Air 
Force,  Directorate  of  Public  Rela- 
tions, Washington  25,  D.  C,  as  ask- 
ing for  the  address  of  your  nearest 
AF  distributional  office. 


.SEE       AND       HEAR 


EDUCATIONAL  SALES  DEPARTMENT 

RAD  to   CORPORATION 
of  AMERICA 

CAMDEN.  N.J. 


A  lighter  weight,  ALL-PURPOSE 
16mni  projector  for  more 
effective  teaching 

Kducators  prefer  the  RCA  "400"  because  its 
all-purpose  application  meets  the  varying  needs 
of  the  school  audio-visual  program. 

•  CLASSROOM  (,r  AUDITORILM.  I  he  easy 
portability  ami  hrilliant,  sparklinij;  pertormance  <>t 
the  RCA  "400"  make  it  the  ideal  projector  for  use  in 
classroom  or  small  auditorium.  It's  amazingly  easy 
to  thread  and  to  operate.  This  precision-built, 
lighter  weight,  sturdily  constructed  projector  means 
extra  years  of  dependable  service. 

•  SOUND  or  SILENT.  The  precision  sound  scan- 
ning and  speaker  systems  reproduce  music  ami 
voices  with  the  realism  ot  natural  sound.  You 
change  from  sound  to  silent  operation  by  merely 
turning  a  knob.  Microphone  or  record  player  may  be 
plugged  in  tor  comments  or  musical  background 
when  showing  silent  films. 

•  BLACK-AND-WHITE  or  FULL-COLOR 
PICTURES.  The  straight-line  optical-axis  sys- 
tem, coated  lens,  750-  or  1000-watt  lamp  combine  to 
show  all  films  at  their  best  in  brilliance,  contrast  and 
definition. 

SEE  IT  .  .  .  HEAR  IT  with  your  own  films. 
With  the  RCA  "4<X)"  you  get  many  advanced  im- 
provements not  found  in  other  projectors. 

For  illustrated  brochure  and  name  ot  nearest 
dealer,  write:  Educational  Sales  Department  82A, 
RCA,  Camden,  New  Jersey. 

First  in  Sound  . . .  Finest  in  Projection 


J  A  N   l^  A  R  Y     •     19  4  8 


MOVIE- 
MITE 

with 

DUAL    SPEED 

For  Both  Silent  and 
Sound    1  6mm    Films 


The    Improved 
ndividual   Classroom 
Projector 


Ideal  for  Classroom  Showings. 


This  impro\ed  Movie-Mite  meets  all  demands  for  a  light 
weight,  compact,   efficient    l6mm  projector   at  low  cost. 

iVIovie-Mite  16mm  projector  weighs  only  27'/2  pounds. 
Single  case  contains  everything  needed  for  complete 
shew,  including  table  top  screen.  Larger,  standard  screen 
may  be  used  for  larger  audiences  from  80-100  people. 
Shows  perfect  picture  6  ft.  wide  in  darkened  room. 

Movie-Mite  is  made  of  best  quality  die-cast  and  precision 
machined  parts.  Simplicity  is  the  outstanding  feature.  In 
threading,  only  one  moving  part  need  be  operated.  Show 
can  be  on  the  screen  in  i  minutes. 

Reel  capacity  2000  ft.  Universal,  25-60  cycle  —  A.C.  or 
D.C.,  105-120  volt  operation.  Mechanism  is  cushioned  on 
live  rubber  mounts  for  smooth,  quiet  operation.  Durable 
plywood  case,  leatherette  covered. 

Write  for  illustrated  folder  giving  details  .  .  .  also 
name  of  Movie-Mite  Authorized  Visual  Aid  Dealer 
.  .  .  for  demonstration. 


jreep  your  etve  aa/o  pars  on  movie -uitp" 


Significant  News  Items 

♦  \l  :i  11(1111  iiicctinn  of  Inslnii 
lioii.il  .M.iui  i.ils  {^oDi  (liiiauiis  ill  ilic 
King  C;()iiiii\  Mica  ol  \\'ashini>toii 
slaU'.  iiiinicogiaphctl  copiis  ol  Pari 
1  ol  ilir  Audio-Visual  Proii,riiiii  Slmid- 
(irds  ix-caiiic  I  he  ijasis  lor  a  iJiojti  iid 
c\aluaiioii  ol  Icadirslii])  aiiioii<; 
coiiiiiN  and  (i(\  aiKlio-\isiial  pro- 
grams. .\i  (iiis  iiRcLing  ii  was  urged 
tiiat  all  sdiools  ]jariicipaiing  in  tin- 
.survey  refer  to  suiiscfjueiit  releases 
of  ihc  Audio-l'isKiil  I'xioiinii  Stand- 
ards wliidi  appean-d  in  ilu-  Odohcr, 
.\ovenil)er,  Decenihcr.  and  [aiinaiv 
issues  of  ,Skk  &:   Hiak.      This  de\el- 


from  the  Field  of  Visuals 

npment  ^\as  rc])oried  b\  Donald  L. 
Ki  ii/Tier.  l)eput\  .Siiperinltiideiu. 
King  C:ouiil\  S(  hools,  state  (il  Wasji- 
iuglou. 

♦  I'lic  Newtoml)  \iiSilio()l.  1  III. me 
University,  will  |)rodiice  \  isual  nia- 
urials  on  health  cdiuaiion  lor  the 
use  of  the  Louisiana  .State  Board  of 
Health  and  the  N'ew  Orleans  Health 
Department,  according  to  a  recent 
edition  of  the  Xcw  Orleans  "Tinies- 
Picavime".  .Approximately  .S200,000 
will  l)e  made  a\ailal)le  lor  the  fivc- 
\ear  program  by  pooling  the  health 
education  funils  of  the  two  agencies. 


WRITE  TO: 


New  Catalogs  &  Film  Lists 

♦  The  [am  Haiuh  Oigani/ation, 
2821  E.  (iraiul  Boulevard.  Deiioit  11. 
Michigan,  offers  the  new  catalog 
■'Slidefilms  and  .Motion  Pictures—  let 
Helj)  Instructors."  Ciopies  are  now 
available  free   upon  request. 

♦  Castle  Films.  .New  ^oik.  has  pre- 
pared a  film  loldei  entitled  "Elec- 
tricity, Radio.  ,<.•  Phxsics"  listing 
motion  pictures  and  filmstrips  avail- 
able to  teacheis  of  these  subjects. 
The  materials  weie  produced  b\  the 
U.  .S.  Office  of  Education,  and  the 
Navy  and  \\'ai  Departments  to  in 
struct  service  ]jeisonnel  in  the  jjiiii- 
ciples  of  radio  and  electricity,  and 
are  suitable  lor  grade  le\els  from  Siii 
grade  through  high  sthool,  college', 
and  graduate   courses. 

The  catalog  which  contains  full 
price  information  and  school  dis- 
couiu  rates,  may  be  obtained  from 
Clastic  Films.  1  l.'i  Park  .\\enue.  New 
\ork  22. 

♦  .\  revised  edition  of  the  latalog 
"Motion  Pictures  and  Slide  Films 
for  School  Use,"  is  now  available 
from  W'cstinghouse  Elenric  Corp. 

The  catalog  covers  a  wide  range 
of  subjects  for  high  school  classes, 
and  contains  recommendations  as  to 
the  type  of  class  for  which  each  film 
is  best  suited  as  well  as  suggestions 
lor  related  supplementary  materials 
to  enhance   each    lilm's   usefulness. 

Teachers  mav  secure  a  free  copv 
bv  writing  School  Service,  \\'esting- 
house  Elettiic  Cioi  p.,  ,SO(j  Fourth 
.\venue.  Box  1017.  Pittsburgh  .SO.  P,i. 

♦  .\  new  catalog  ol  Kimm  soinid 
motion  pictures  has  just  been  pub- 
lished bv  the  Princeton  Film  Center. 
Princeton,  N.  [.  .\ttiaciively  bound 
ill  white  plastic,  the  new  book  in- 
cludes titles  and  descri|)tions  of  the 
many  sponsored  and  Iree  pictures 
available  from  the  Cienter.  as  well 
as  listings  of  hundreds  of  echicational 
and  entertainment  subjects  offered 
from  its  rental  libiarv. 

"Fhough  the  ])ul)lishers  indicate 
the  catalog  has  a  retail  value  of 
$1..50,  teachers  and  .school  executives 
may  obtain  free  cojjies  by  mention- 
ing See  &  Hear  and  addressing  re- 
quests to  R.  O.  Jones,  Sales  Director, 
Princeton  Film  Center.  Princeton. 
New   Jcrsev. 


SEE       .V    N    n       HEAR 


MICHIGAN  A-V  CONFERENCE 
BEGINS   ON    JANUARY   28TH 

♦  1  he  Ihiid  Miiliij;;m  AuilinA  isuul 
(lonfereiicc  is  annouiitcd  lor  Jaiiu- 
arv  28.  29.  and  30.  1948.  It  is  spoil- 
sored  bv  tlic  .Stale  riadicr  Training 
Institutions,  ilif  .Miihiuan  State  De- 
partment of  Piil)lic  Instruction,  and 
I  lie  Department  of  .\iidio-\'isiial  In- 
siniction  ol  the  N.F.A..  and  Avill  be 
held  at  the  Horati-  Rackliani  Ediiea- 
lional  Memoiial.  60  Fai  nsworlh 
Sireel.  Detroit.  .\Iichii>an. 

.Miss  Mar\  .Xteti.  general  )jrograni 
diiidor  ol  the  Conference,  has  an- 
noiuueil  a  program  which  \vill  be 
,ittraeti\e  to  |)rodiicer,  educator, 
tlealer.  and  librarian.  Such  topics 
as:  What  .\re  Classroom  Films?  Ho^v 
Should  Films  Be  Distributed?  School 
Projector  Needs.  Distributing  Edu- 
cational Films  lo  the  C:omnuinii\. 
I  sing  Audio-X'isual  .Materials  in  the 
l.ibrarx  .md  School,  will  be  spoken 
oil  b\  such  nationalh  recognized 
speakers  as  Flt)\de  Brooker.  Edgar 
Dale.  Paul  Reed.  Charles  Siepman. 
julien  Bryan,  Roy  Robinson,  .\rthiir 
Siiiiius.  Olson  .\nderson,  and  others 
with  whom  negotiations  are  still  be- 
ing carried  on. 

For  further  information  commu 
nicate  directly  with  Marv  .\ceti, 
12800  Kelh  Road.  Detroit  24.  Mich- 
igan. 

ADULT   EDUCATION   STUDY 
COMPLETES  FIRST  PHASE 

♦  The  Commission  on  Motion  Pic- 
iiires  in  .Adult  Education  is  now 
completing  the  first  phase  of  its  long- 
term  program  of  evaluation  of  16mm 
films  suitable  for  the  educational 
programs  of  adult  groups.  Morse 
.-\.  Cartwright,  Director  of  the  .Ameri- 
can .Association  for  .\dult  Educa- 
tion is  chairman  of  the  18-nian 
(■ommission. 

To  date  some  400  films-chieffy 
theatrical  short  subjects  and  ex- 
cerpts from  longer  productions- 
have  been  e\aluated  by  re\iewing 
groups  working  under  the  Comniis- 
sitm's  direction,  and  over  150  of 
these  have  been  recommended  for 
use  in  adult  gl-oups. 

.\  preliniinar\  catalogue  contain- 
ing the  appro\ed  tiliii  titles  and  an 
evaluation  of  each,  as  well  as  ex- 
tensive content  descrijition  and  sug- 
gested application  in  building 
programs,  is  now  being  prepared 
and  will  soon  be  readv  for  distribu- 


Tbe  Editors  of  SEE  &  HEAR  bring  you  the  highlights  in 

NEWS  of  the  MONTH 


tion.  The  produciions  approved 
thus  far  are  distributed  b\  Teach- 
ing Film  Custodians.  Inc.,  and  will 
be  available  to  comiiumitv  groups 
through  se\eral  edutaiioiial  film 
libraries,  public  libraries,  and  .\s 
sociatioii   F"ilms. 

The  second  phase  of  the  (Commis- 
sion's work— concentrating  on  the 
evaluation  of  ncjn-theatrical  produc- 
tions-will get  underway  early  in  the 
vear.  Cooperating  oigaiii/atioiis  in 
ihe  program  include  CChicagcj  Film 
Workshop,  George  Williams  CCollege. 
Columbia  I'niversitv.  I'CI.A.  the 
L'niversitv  ol  \\  iscmisin.  and  llie 
I'niversitv   ol   .North  CCarolina. 

.\dditioiial  information  iiiav  be  se- 
cured from  the  Commission's  ofhce. 
Room  1414.  19  S.  LaSalle  St..  Chi- 
cago .S.  or  from  the  .\.A.\E.  .")2.")  West 
120th  St..  New  York  27. 

MESERVEY  ON  ACTIVE  DUTY 

♦  Lt.  Colonel  Douglas  .Meservev. 
executive  vice-president  of  Simmel- 
.Meservey,  Inc.,  producers  and  dis- 
tributors of  educational  films,  has 
been  recalled  to  the  War  Depart- 
ment for  90  days  of  active  duty.  The 
Lt.  Colonel  will  be  stationed  in 
Washington.  D.  C. 

FORM   PUBLICITY  GROUPS 
FOR  THE  FILM  COUNCIL 

♦  .\  newh  organized  regional  com- 
mittee of  the  Film  Council  of  .Ameri- 
ca met  in  Chicago  last  month  to 
organize  plans  intended  to  stimulate 
general  public  knowledge  and  inter- 
est in  the  use  of  educational  fdms. 
The  Committees  work  will  hel[) 
intensifv  the  FC.A's  overall  effort  to 
use  the  motion  picture  screen  as  a 
channel  of  communication. 

.Arthur  H.  Motley,  president  of 
Parade  Publications,  was  chairman 
of  the  meeting.  'Other  |)articipants 
were:  .Margaret  Carter.  National 
Film  Board  of  Canada:  Donald 
White,  executive  secretary.  National 
.\ssociation  of  \'isual  Education 
Dealers;  Otto  H.  Cloelln.  Jr.,  publish- 
er of  See  &  He.ar  and  Business 
Screen:  Laurin  Healy,  Encyclopae- 
dia Britannica  Films:  Robert  Faber, 


CioroiKi  Instriu  lional  F'ilins:  Paul 
Wagner,  Bell  ,<:  Hcjwell  Co.:  Edward 
Myers.  Educational  Screen  .Maga- 
zine:  and   Patricia  O.   Blair,  .-\nieri- 

c:ui  I.ihiarv   Assoc iaiioii. 

N.   Y.'S   TEACHER   TRAINING 

♦  Under  the  auspices  of  the  Board 
of  Su])ei  intendeiils  of  the  New  ^ork 
Catv  Board  c»f  Education,  twenty-six 
thirtv-hour  courses  in  ;iudio-visiial 
instruction  are  being  given"  to  the 
teachers  of  ihis  educational  system. 
.Almost  1,100  classroom  teachers  are 
registered  for  these  courses,  two  ol 
which  deal  with  |)lioiographv  and 
one  of  which  is  an  advanced  work- 
shop group. 

CALIFORNIA'S  A-V  TOUR 

♦  University  of  Calilornia  exten- 
sion classes  in  audio-visual  education 
are  scheduled  to  o|x.'n  in  seven 
soiiihern  Calilornia  towns  during 
the  week  of  Februarv  Ki.  1948.  ac- 
cording to  Dr.  F.  Dean  McCHusky. 
head  of  A-V  insiniciioii  lor  ihc  Vn\- 
versity  Extension. 

.Sections  of  the  classes,  which  are 
designed  to  acquaint  teachers  with 
the  theories  of  visual  instruction  and 
lo  furnish  experience  in  the  use  of 
audio-visual  aids,  will  meet  in  Los 
Angeles.  Baldwin  Park.  Glendora. 
Long  Beach.  Pacoima.  San  (iabricl, 
and   Sania    Monica. 

CLEVELAND  FILM  COUNCIL 
HOLDS  OPENING  SESSION 

♦  1  he  icciiilh-iiig.iiii/iil  t.ltveland 
Film  Council  convened  for  its  initial 
meeting  last  month  at  a  dinner  held 
in  the  main  dining  room  ol  the 
Automobile  .Association.  .Apjiroxi- 
mately  sixtv  peo|)le  were  in  attend- 
ance representing  the  Cleveland 
Board  of  Education,  the  Public  Li- 
brary. Chamber  of  Commerce,  Fed- 
eration of  Women's  Clubs,  Cleveland 
.Museum  of  Natural  History,  motion 
picture  distributors,  and  the  city's 
newspa]jers. 

Highlight  of  the  meeting  was  the 
address  bv  I  hurman  \Vhiie.  execu- 
tive director  of  the  Film  Council  of 
America,  urging  a  ]jlan  c)f  action  for 
the    Cleveland    group. 


J  A  N  U  .V  R  \ 


19  4  8 


WORLD  HISTORY 


IN    CLASSROO 


NATIONAL  COUNCIL  FOR  THE  SOCIAL  STUDIES  (N.E.A.) 

—Function— 

Retomniended  searcli  for  j)aiis  of  plioio- 

plays  useful  in  world  history  curricula. 


Dr.  William  H.  Hartley  (Chairman),  Associate 
Editor  for  AudioA'isual  Education,  SOCI.^L 
EDI^CAIION,  State  Teachers  College,  Towson. 
Maryland. 

Mr.  Kennth  Fulkerson,  Head  of  the  Department 
of  Social  Studies.  Rochester  City  School  System. 
Dr.  John  Gammons,  Head,   Rhode  Island   State 
Teachers  College,   Providence.   R.   I. 
Dr.  Richard  E.  Thursfield^  Chairman  of  the  De- 
partment of  Education,  University  of  Rochester. 


'  I.     Oiitliut    iiiiriiuhnn    areas    ot    greatest    need 

fdt     auih'o  \  isual    ntaleiiai'i. 

2.      Ksiablish     criteria     tor    selection     of     world 
Function lilMoiy     audio-visual     materials. 

:i.     Review    work    of     T.F.C.    staff    wiili    lespect 
lo   selecting   excerpts,   editing,   eli. 

.  »  4.    .\ccept  final  films— plan  futtire  film  research. 


Teaching  Fihii  Custodians,  Inc.  co- 
operated in  location  and  release  of  teach- 
ing materials. 


— Function- 


1.  Search  for  supplementary  world  his- 
tory audio-visual  materials  from  existing 
photo-plays. 

2.  Edition  of  excerpts  to  be  used  in 
school  situations. 

3.  Release  to  schools. 


Search  for  films  for  use  in  Modern  History  based  on  these  criteria: 

1.  The  films  must  be  historically  accurate. 

2.  Human  activities  should  be  shown  against  historical  backgrounds,  which 
illuminate  the  content  of  history  and  make  the  past  real. 

3.  Historical  processes  should  be  made  understandable  in  terms  of  how 
and  why  human  institutions  developed  out  of  the  needs  of  the  people. 

4.  Materials  should  be  related  to  experience  familiar  to  high  school  students 
and  should  assist  the  acquisition  of  desirable  attitudes  and  ajspreriatioiis 
by  appealing  to  the  emotions. 

5.  The  film  units  should  correlate  closely  wiih  topics  tonsiderctl  in  school 
courses  or  with  what  school  courses  are  attempting  to  leadi. 

6.  When  suitable  material  is  available,  a  typical  incident,  not  necessarily 
referrable  to  fact,  may  be  used  to  illustrate  the  spirit  of  the  past. 


World  History  Films  Cooperatively  Selected 


>L\RC  ANTONY 
OF  ROME 


CRUSADES 


A  TALE  OF 
TWO    CITIES 


CONQUEST 


THE  HOUSE  OF 
ROTHSCHILD 


JO 


SEE 


A    N    I)       HEAR 


By  ]ohn  K.  liiaslin 

t.duttitionol       (liHtaultant,        ft  tic  liitti^       Hhn       Custtxtititis.       I  tit 


OTION     PICTURES 


THK  AUDIOVISUAL  C;()MMri  lEK  of  liu 
Naiioiial  Coimcil  Un  ilic  Social  Stii(lii;>>.  and 
leaching  Film  Custodians,  Inc.,  have  |)r(j|jaic(l 
a  scries  of  films  for  use  in  high  school  world  historv 
loiirses.  riiis  series*  was  inaugurated  when  a  stand 
ing  committee,  appointed  1)\  the  AudioA'isual  Section 
of  the  N.C.S.S.  at  the  UHfi  annual  con\cniion  in  Bos- 
ton, requested  T.F.C.  to  cooperate  in  ilic  develop 
ment  of  classroom  motion  pittines  to  nuti  specilu 
needs  in  the  history  curricula. 

Previous  development  by  T.F.C;.  ol  c  lassrooni 
Idnis  excerpted  from  fcatiue  photoplays  for  use  in 
Knglisli  literature  <  l.isses,  indicated  the  athisahility  of 
instituting  a  cc)m()aral)le  piojeci  for  histor\  courses. 
Dr.  William  H.  Hartley,  chairman  of  the  standing 
committee,  made  tfiis  reconmicndation  to  T.F.C.  and 
received   assurances  of  complete   cooperation. 

.\t    preliminary    meetings,    the    conmiittee    consid 
ered    the   areas   of  greatest    need   for   films   in    historx 
courses.   It  was  agreed  that  very  little,  if  any,  dramatic 
nioi ion-picture  materials  were  available  to  teachers  ol 
woild  histcjry;  according!),  efforts  were  directed  toward 
developing  a  film  series  to  meet  their  needs.    T.F.C. 
agreed   to   prepare   four  world   history  units   in    1947, 
each  to  be  excerpted  from  a  feature  photojilay  made 
.ivailable   as  an   educational   service   bv    member  coin 
panics  of  the  Motion  Picture  Association  of  .\merica. 
In  addition  to  the  four  new  subjects  to  be  prepared, 
the   committee  screened   and   approved   the   excerpted 
version  of  A    Tale  of  Tu>o  Cities,  which  was  already 
available,   for  use   in  the  World  History   Film  .Series. 

In  determining  the  selection  of  materials  to  be 
included  in  the  project,  the  committee  lormulatid 
the  triteiia  shown  in  Chart   1. 

.\  comprehensive  list  ol  lilms  with  backgrounds 
ol  wcjrld  history  was  compiled  by  the  staff  of  T.F.C, 
and  shooting  scrijns  of  the  subjects  which  seemed  most 
promising  were  studied  by  the  coimnittec.  When  the 
reading  of  the  scripts  warranted  further  consideration, 
film  [)rints  of  the  photoplays  were  secured  and  screened. 
The  script  readings  and  screenings  facilitated  the  proc- 
ess of  elimination  and  selection  by  which  foitr  films 
were  chosen  to  inaugurate  the  project.  These  are: 
Cleopatra,  from  which  Af arc  Antony  Of  Rome  was 
adapted.  The  Crusades,  The  House  Of  RntlisrliiM  and 
Couquest. 

.As  the  work  of  excerpting  each  film  progressed,  the 
committee  met  regularly  with  the  staff  of  T.F.C.  to 
screen  the  work  print  and  to  make  criticisms  and  sug- 
(over) 

•    The   World  History   Him  Series  u-as  inaugurated  in   the  spring  of   1947 


»^;  >  y  A,  ■Mil 


THE  CRUSADES  preseius  a  vivid  dramatiza- 
tion of  the  clloris  ol  the  Christians  to  recapture 
the  Hcjly  Land  from  the  Saracens,  willi  emphasis 
upon  tlie  leading  figures  and  events  of  tlic  Third 
Crusade.  The  despoliation  of  Jerusalem  by  tlx 
inlidels  and  the  pleaching  of  I'eier  the  Hermii 
are  revealed  as  forces  which  motivated  the 
])eoples  of  Emope  to  undertake  the  series  of  hoh 
wars.  The  film  concentrates  upon  the  Third 
fjiisade.  the  departure  of  the  English  forces 
under  Richard  the  Lioidiearted,  the  massing  ol 
the  armies  and  the  difluidties  of  supplying  and 
ec|iii|)ping  the  expedition,  the  liallle  of  .Acre, 
and  the  failiue  in  captming  the  city,  and  finallv. 
Saladin's  chivalrous  truce  which  opened  Jerusa 
lem  to  pilgrims.  Painstaking  research  resulted 
in  exact  properties,  costumes  and  settings  in 
Tlie  Crusades. 


CONQUEST  piesenls  a  lealislu  portrayal  ol 
.\apoleon,  emphasi/ing  char;i£ier  study,  and 
stressing  the  personality  of  the  Corsican  rather 
than  his  triumphs.  Napoleon's  maneuvering  in 
power  politics,  efforts  to  regain  the  mastery  of 
Emope  and  subsequent  exile  are  vividly  shown. 
Sequences  depict  the  "Little  Corporal"  refusing 
to  conmiit  himself  to  any  promises  of  liberation 
sought  by  leaders  of  the  Poles,  Napoleon's  analy- 
sis of  the  forces  which  motivate  him,  his  plans 
of  the  Invasion  of  Russia,  marriage  with  Marie 
Louise,  mutually  distrustful  relations  between 
Napoleon  and  Tallyrand.  his  minister,  and  the 
downfall  of  Napoleon.  .As  motivation  to  the 
study  of  Napoleon  and  his  pei  iod,  this  classroom 
film  presents  a  highly  interesting  introduction 


JANUARY 


19  4  8 


II 


{^fsiions.  The  process  was  a  joini  i-fTori  lo  whidi  ihi 
(oiiiniiiicc-  members  comriliuied  their  knowledge  ol 
(lassroom  objectives  and  the  staff  members  their  tedv 
nical  knowledge  of  film  treatment. 

Future  plans  of  the  committee  iiuliuk-  ihc  prepara- 
tion  of   two  or   three   more   excerpteil   films   in   world 
history  and  a  series  to  fulfill  pariicidar  needs  in  Amcri 
can  history. 

1  he  oi)je(li\es  of  liie  group  ol  films  on  world  his 
lory  are  essentially  the  following:  to  sliniulale  interest 
by  visualizing  human  M(ii\iiies  against  an  :iuiheiiii( 
historical  background;  lo  motixate  the  siiidv  ol  jxi 
soiialities  and  e\ents  b\  dramatic  portrayals  ol  the  intii 
|il:i\    of   characters   and    ( iicimisiances:    and    to   enrich 


A  TALE  OF  TWO  C:ITIE,S  is  a  portiaval  ol 
the  dexelopiiieiil  ol  the  Fi  eiu  h  Revolution, 
liased  upon  Charles  Dickens'  famous  novel,  the 
film  accentuates  the  causes  of  the  revolt,  the 
liiinger  and  ]K)verty  of  the  oppressed  peasants 
ill  contrast  to  the  wealth  and  profligacy  of  the 
aristocrats,  and  the  anarchx  and  chaos  of  the 
tindiscipliiud  mob.  llu:  lilm  aiitheiuically  re- 
creates I  he  atmosphere  ol  the  j)eriod.  Most 
noiewortln  are  the  sionning  of  the  Bastille, 
the  trials  in  the  people's  court,  and  the  proces- 
sion of  the  condemned  to  execution  ujion  the 
guillotine. 


appreciation  b\   \isualizing  the  content  of  hisiorv    in  a 
manner  which  makes  the  past  real. 

Fhese  films  are  intended  as  supplements  to  moti- 
vate and  enrich  classroom  study  and  discussion  rather 
ihan  to  teach  historical  details  and  facts.  lY'achers  who 
iiiili/e  them  accordingly  will  achie\e  maximum  effec- 
tixciuss.  This  jjostidates  the  following  lecpiiremenis: 
to  col  iclate  the  showing  of  each  film  with  the  objectives 
of  the  (oiirse  of  study;  to  prepare  the  class  for  the  show- 
ing l)\  pro\iding  a  preliininarv  background  of  informa- 
tion aliotii  the  lilm  and  suggesting  points  to  be  looked 
lor  or  cpiestions  to  be  answered  in  it;  ;md  to  relate 
siibsecjuent  elements  of  study  and  discussion  to  aspects 
eluc  idated  in  the  screening. 


.MARC  ANTONY  OF  ROME,  adapted  from 
the  photoplay  Cleopatra,  traces  the  part  played 
bv  Caesar's  lieutenant  in  the  crucial  jieriod 
which  preceded  the  rise  of  ()cta\ius.  The  film 
de|)icis  the  formation  of  the  First  'Friuin\  irate, 
the  scorn  of  ,\niony  for  Octa\ius.  When  -\mony 
becomes  infatuated  with  Cleopatra,  Octa\ius 
giiisps  the  mastery  of  Rome.  ,Antc)ny's  rash  at- 
ien)|)i  to  combat  the  might  of  Rome  with  Egyp- 
ti;in  soldiery  and  ships  culminates  in  his  defeat 
at  .\ciium.  Sets  and  costumes  accurately  estab- 
lish the  background  of  the  period;  ancient  civil 
and  military  dress,  the  machines  and  ships  of 
war.   are   based   on   careful   research. 


I'ldini's  on  lliis  jiatic  hy  courtesy  of 
'l'<(ii  lini<^  iiliii  C.ustodiaus.  liu..  Xcw  York 


THE  HOU.se  of  ROTHSCHILD  tells  the  storv  of 
the  part  jjlined  b\  the  famous  blinking  house  in 
financing  the  campaigns  of  the  .\llied  Powers  against 
Napoleon  and  highlights  the  importance  of  finance 
in  warfare.  It  also  |)royides  a  dram;iiic  \  isu:ili/;;tion 
(il    the    injustice   of   r;tcial   discrimination. 

1  he  humble  background  of  the  great  hnanii;il 
laniily  is  shown.  The  father  advises  his  five  sons  to 
csi;iblish  banking  houses  in  the  great  cities  of  Europe. 
I  he  brothers  establish  their  res|3ective  branches  and 
-Xapoleon  threatens  to  concpier  all  of  Europe.  Con- 
vinced that  lasting  pe;ice  depends  upon  the  defeat  of 
the  Corsica!!.  \;ith;in  Rothschild,  the  head  of  the 
house,  tontribiiies  to  his  downfall  l)y  tremendous 
lo;ins  to  the-  Biitish  go\ei  iiiiient.  Despite  tlreir  ])arl 
in  the  \icior\,  the  Roihschilds  (md  that  prejudice  and 
disciiinin;ilion  siill  ojipicss  ilvni  and  their  people  on 
i!ie   C^oiitineiii, 


12 


SEE 


AND       HEAR 


I'mn  MiEss^  ©ii(g^®ii 


of  Audio-Visual  Use 


IN  ONE  HUNDRED  SCHOOL  SYSTEMS 


PART    2      EQUIPMENT  AND  SUPPLY  NEEDS,  AND 


Final  Part  of  a 
Two  Part  Story 


FINANCING  THE  OPTIMUM  PROGRAM 


By  C.  H.  Tabler 

Director,   Aitciio-Vistitil    h.iiucation, 
Massillon.   Ohio.  Public  Schools 

WHAT  EQUIPMENT  AND  MATERIALS  does 
anv  gi\en  school  need  in  order  to  ha\e  a  good 
audiovisual  program?-  Ecjuipnicnt  and  facili- 
ties needed  have  a  direct  relationship  with  use  or 
utilization,  \eeds  are  related  to  the  job  to  be  done. 
In  Part  I  on  utilization,  relationships  of  use  are 
expressed  as  ratios— with  medians  of  utilization  for  the 
present  and  expected  within   ten   \ears.* 


Computation  of  the  number  of  times  that  use  is 
made  of  any  t\pe  of  audio-visual  use  for  a  single  class, 
grade,  school,  or  system,  can  now  be  accomplished  by 
applying  the  ratio  to  a  base:  the  class,  grade,  school, 
or  entire  system.  This  permits  local  evaluation  in  terms 
of  facilities  and  equipment  when  the  frequency  of  use 
per  class,  grade,  school,  or  system  on  daily,  weekly, 
monthly,  or  yearly  basis  becomes  kno%vn. 

A  chart  of  this  can  easily  be  made.  An  example  is 
gi\en  for  a  school  year  of  36  weeks. 

Example:  B\  class  and  grade  for  a  25-teacher  school 
and  a   100-teacher  s\stcm  for  a  36-week  school  year. 


BASE  CHART  FOR  UTILIZATION  FREQUENCY 


MEETINGS 

USE 
PER  CLASS 

USE 
PER  GRADE 

USE  IN  A  25 
TEACHER  SCHOOL 

USE  IN  A   100 

TEACHER  SCHOOL 

SYSTEM 

DAILY 

1 

(i 

l-)ii 

600 

WEEKLY 

.") 

30 

7:.o 

3.000 

MONTHLY 

!.'() 

120 

3.000 

1 2,000 

YEARLY 

180 

1,080 

27,000 

108.000 

From  such  a  Base  Chart,  standards  and  formulas  Now  we  may  compute  equipment   needs  in   terms  of 

can  be  applied  to  determine  ctiuiiimeiu  or  "how  manv"  utilization  desired. 

r  ,  ,  ,  II  '  'Fur   explaiialion    of   how   ratios  arir   arrived   at   see  December,    1947,   issue 

lor    an\    class,    urade.    clepartment.    scliool.    or   system.  ,,f  v^f   ^  v/)  h/- jk.  Kie<'  ik 


See  &  Hear  Special  Report 


MATERIALS   AND   EQUIPMENT  NEEDS  STANDARDS 


Example:    100-teacher  system,  36  weeks  for  optimum  example. 


STANDARDS 

OPTIMUM*  NEEDED  EQUIPMENT 
AND  MATERIALS 

a.  Motion  or  strip  projector  may  service  2  to  6  situations 
daily. 

Base  600  X  1:5   =   60  of  each 

2 

b.  Screen,  projector  stand,  shades  for  classroom  use. 

Base   100  classroom— 100  of  each 

c.  3'4  X  4  and  opaque  projectors  service  2  to  6  situations  , 
daily  dependent   upon   desired   convenience. 

Base  600x1:20  z=   15  of  each 
2 

d.  Film  titles  usable  in  3  areas,  average  of  2  titles  per 
situation,  basic  for  grade. 

Base   1,080x1:5x2  =:   144  titles  per  grade. 
3 

e.  3  area  uses  per  title,  total  basic  titles  available  for 
1   grade  use. 

Base    144  X  12   =    1,728   total   titles 

f.  2x2"  slides  and  filrastrip  '"sets,"  usable  in  3  areas, 
need  per  grade. 

Base  1080x1:5  =  72  "sets"  per  grade 
3 

g.  3V4  X  4"  slide  "sets"  as  needed  to  present  "unit  study," 
usable  in  3  areas,  needs  per  grade. 

Base  1080  x  1:20  =  18  "sets"  per  grade 
3 

h.  Museum  exhibit  units,   availability   1   week  each,  6 
units  per  subject  per  grade  or  36  per  grade. 

Base  1080x1:30x12  =  432  units 

i.    Field  trips  with  teacher,   1   per  semester. 

Base    108.000x1:540    =    200    trips 

It  is  easily  possible  to  translate  these  optimum  needs  for  utilization  of 
equipment  and  materials  to  the  50-teacher  school,  the  25-teacher  school,  or  the 
5-teacher  school.  Economies  of  utilization  of  materials  are  possible  at  the  100- 
teacher  school  le\el  wiiith  will  ne\er  be  possible  at  the  5  or  25-teacher  level. 

•  For  opiimum  use  standards  see  December.  1947,  SEE  .^.ND  HEAR,  page  19. 


FINANCE 


•k  The  responsibility  of  interpreting  costs  lies  squarely 
upon  the  shoulders  of  those  who  would  advance  an 
audio-visual   program   through   adequate   finance. 

.Additions  to  the  instructional  materials  budget  will 
raise  ptr-pupil  costs.  These  costs  can  be  justified  and 
clarified  in  icnns  of  learning  outcomes.  Costs  should 
be  i)asecl  on  utili/ation  desired  as  this  is  [undamentalh 
the  only  reason   for  their  existence. 

Compiiiaiion    figures    here    given    nuist    take    into 


consideration  such  factors  as  number  of  teachers,  num- 
ber of  pupils,  grades  in  school,  subjects  per  grade,  ratio 
ot  ntili/aiion,  jMCsent  equipment  available  for  trade-in, 
and  the  present  cost  of  items  less  trade-in  equipment. 
Costs  can  then  be  computed  for  different  size  school 
systems  and   lor  different  length  school  terms. 

Rudoct  plans  for  local  ownership  ot  16mm  pro- 
jectors anil  films  for  four  different  sizes  of  schools  are 
presenteii   on    next   page. 


See  &  Hear  Special  Report 


PROJECTOR  AND    FILM  COSTS                    FOUR        SCHOOL       EXAMPLES                 1 

1:5  Utilization                                  Teachers 

8:4  system 

:5fi  weeks  of  school                                " 

15 

450 

35 
1,050 

100 
3,000 

1,000 

.m.ooo 

Grades  in  «hool 

12 

1.' 

12 

12 

Average  subjects  per  grade 

8 

8 

8 

8 

\  isual   unit   situations   weekly 
(Eleni.)    1:5 

&4 

64 

64 

64 

Visual   unit   situations   weekly 
(H.S.)    1:5 

32 

32 

32 

32 

Titles  needed  for  year  (Elem.) 
(36  weeks,  l'/2   titles  per  sit., 
3  areas) 

1.152 

1,152 

1,152 

1,152 

Titles  tor  year  (H.S.i 

576 

,')T() 

576 

y,ti 

Elementar\    teachers  per  grade 
need  PRINTS  on   1:20  basis 

1 

1 

1 

1 

High  school  teachers  per  grade 
need  PRINTS  on   1:20  basis 

I 

1 

1 

1 

Total  prints  needed— elementary 
Total  prints  needed— High  school 

1,152 
576 

1,152 
576 

1,152 
576 

4,608 
576 

Combined  for  the  system 

1,728 

1,728 

1,728 

5,184 

A\erage  cost  per  title—    S40   total 

Cost  of  projectors   (1:3   teachers) 
@  S400  with  trade-in  equipment 

S69,120 
2.000 

S69,120 
4,800 

569,120 
13JJ00 

S207360 
132,000 

Total  cost  to  establish 

571,120 

S73,920 

S8232t) 

5339,360 

Aierage  ye;.'-  cost  (10  year  max. 

use) 

S7,112 

S7392 

58,232 

533,936 

A>crage  cost  per  teacher  per  yr. 

S474 

SJll 

582 

533 

Average  cost  per  pupil  per  year 

SI  5.80 

S7.04 

52.74 

51.13 

■*■  The  figures  above  are  extremely  revealing.  Note 
particularly  that  the  costs  for  the  15-teacher  school  (anti 
here  outright  ownership  of  films  is  anticipated)  are  rel- 
atively high.  However,  when  looking  at  the  costs  per 
pupil  for  the  lOO-teacher  school,  we  find  that  here  the 
unit  costs  are  not  at  all  out  of  line  and  compare  favor- 
ably with  present  school  supply  and  material  costs  in 
many  of  our  more  forward-looking  communities.  .Size 
brings  about  economy,  without  question;  howe\er,  what 
is  good  in  the  large  school  s\stem  is  just  as  good  in  a 
small  school  svstem  and  vice  versa. 


If  we  offer  the  same  educational  opportunities  to 
children  regardless  of  where  they  are  we  must  think  in 
terms  of  utilization,  in  terms  of  method,  and  in  terms  of 
enlightened  classroom  learning  environment. 

The  per-pupil  costs  of  all  the  devices,  materials,  and 
administration  for  furnishing  the  services  to  a  school 
system  of  15.  35,  and  100  teachers  can  be  computed  sim- 
ilarly and  amatorized  over  a  period  of  ten  years.  The 
same  procedure  cart  be  followed  for  any  school  size  to 
provide  facts  and  figures  and  allow  for  comparisons. 


See  8c  Hear  Special  Report 


Let    us    illustrate    again    with    the    100-teacher   school    system: 


AUDIOVISUAL   DEPARTMENT                                                  i^^Hr             ANNuIl            TEa'^CHER               p5pIL 

MOTION  PICTURE   PROJEC'IION 

SHI, 620 

$8,162 

$81.62 

$2.32 

STILL    PICTURES 

.s-,L>n 

852 

H  52 

.252 

GRAPHIC  MATERIALS 

2,500 

250 

2.50 

.07 

SPECIMENS-MUSEUM     MATERIALS 

2,5U0 

250 

2  5(1 

.07 

SCHOOL  TRIPS-  EXCURSIONS 

,500 

500 

5.00 

.11 

AUDIO  EQUIPMENT  ic  MATERIALS 

18,580 

2,038 

20.38 

.603 

MAINTENANCE 

S.700 

870 

8-70 

.2I,-) 

STATE 

.50,000 

5,000 

50.00 

1.43 

PRODUCTION  OF   MATERIALS 

6,165 

656.50 

6.56 '/2 

.186 

HOUSING 

2.200 

220 

2.20 

.06(5 

GRAND  TOTAL 

$181,285 

$18,798.50 

$lH7.98!/2 

$5.38 

The  figure,  $5.38,  represents  the  pcr-pupil  cost  of 
all  the  devices,  materials,  and  administration  for  fur- 
nishing the  services  to  the  school  s\stem  of  100  teachers 
and  3.500  students  with  the  costs  amatorized  over  a 
period  of  ten  years.  Note  should  be  made  that  items 
which  ate  not  usually  considered  a  part  of  the  audio- 
visual budget  are  included  here  so  that  the  cost  figure 
is  not  disguised  with  requirements  suih  as  "staff"  and 
allowance  expected  from  another  budget. 


It  is  apparent  to  administrators  that  some  of  these 
materials  and  stafi  costs  are  already  being  pro\  ided. 
//  seems  significant  that  the  audio-i'isual  costs  recom- 
mended for  education  only  show  a  total  cost  approxi- 
mating but  5^''^  of  the  total  per  pupil  lost  of  SJ05.7-f 
as  for  the  year  I'HO  in  the  United  States. 

The  largest  single  type.  moti(m  picture  projec- 
tion, has  cost  figured  on  ownership  of  all  titles  with 
title  cost  of  S-fO  each. 


Application  to  a  Local  Situation 


^  I  he  pinposc  ot  this  study  has  been  consistently 
followed  to  provide  standards  usable  for  evaluation 
of  audio-visual  communication  in  education  in 
terms  of  present  practice,  future  anticipated  needs, 
and  criteria  necessary  in  measurement.  The 
treatment  of  reports  has  been  impartial  and  with 
a  sincere  desire  to  contribute  to  a  better  under- 
standing of  the  many  implications  and  ramifications 
involved  in  audio-visual  programming  and 
direction. 

Development     of     audio-\  isual     programs     in 
school  systems  lor  the  comnuuiication  of  ideas  to 


students  and  sharing  in  the  securing  of  knowl- 
edges and  skills  can  be  a  constant  inspiration.  A 
changing  philosojihy  regarding  learning  is  taking 
place.  Leadership  in  this  development  is  growing. 
The  adults  of  tomorrow  are  the  students  of  toda\. 
Potential  learning  situations  motivate  those  who 
have  the  "vision"  and  wish  to  go  forward.  This 
vision  cannot  be  a  projector  this  year,  a  fdm  the 
next,  a  record  islayer  or  transcription  player  the 
next,  and  other  "nibbling"  attacks.  The  problem 
is  real.  There  are  factors  involved  which  can  be 
handled  and  presented  for  finance  consideration. 


See  &  Hear  Special  Report 


PROGRAM  STANDARDS 


EQLIPMEM    AND    BUILDING    FACILITIES 


Recommendations  of  a  National  Committee  of  Fourteen 


THE  CHART  on  the  following  two  pages  is  de- 
signed to  afford  a  school  administrator  or  director 
of  visual  education  an  instrument  for  measuring 
progress  in  providing  the  equipment  and  building 
facilities  necessary  for  the  optimum  use  of  audio-visual 
aids  in  the  classroom  work  of  children.  It  is  most 
likelv  that  no  school  will  attain  perfection  for  many 
years  to  come,  and  few  even  then.  The  chart  is  to 
point  to  the  need  of  new  equipment  and  building 
facilities  and  to  the  direction  which  expenditures 
should  follow.  Moreover,  it  affords  a  means  of  measur- 
ing improvement  from  time  to  time. 

The  first  column  lists  the  desired  equipment  and 
other  facilities  that  make  better  teaching  possible.  The 
optimum  attainment  in  school  systems  of  varying  size 
is  indicated  under  the  next  three  columns.  "Rural" 
applies  to  a  school  unit  not  exceeding  four  classrooms. 
"Small  Urban"  denotes  school  buildings  of  approxi- 
matelv  four  to  ten  classrooms  in  the  small  city  system. 
Larger  schools  in  more  populous  cities  are  referred  to 
as  "Large  Urban." 

The  column  under  "Currently  .Available  in  Local 
Situation"  provides  space  for  checking  under  quartile 
{percentages.  Should  the  position  of  the  school  be  about 
40%  of  optimum,  "40"  should  be  placed  under  the 
50%  column  instead  of  a  check.  However,  in  many 
cases  it  will  be  impossible  to  indicate  the  exact  per- 
centage closer  than  ten  or  more  {jer  cent. 

Here  are  several  suggestions  as  to  how  to  compute 
status  of  currentlv  a\ailable  equipment  in  local  situa- 
tions. 

Case  1:  Rural  Situation— 5  sound  projectors  now 
serve  125  school  classroom  units;  therefore  1  projector 


ser\es  20  classr(X)ms.    Optimum— 1  sound  projector  for. 
4  classroom  units.  Thus,  tfte  sound  projectors  "Current- 
h    .\vailable   in    Local  Situation"   =  4/20  or  20%   of 
optimum. 

Case  2:  Small  Urban  Situation— supjxjse  2  school 
units  are  served  by  1  projector;  optimum  is  1  per  build- 
ing unit.  Therefore,  the  currently  available  equipment 
is  1,4  or  50''^  of  opiiimuii. 

Case  3:  Large  Urban  Situation- suppose  a  situation 
where  1  elementary  school  of  19  classrooms  owns  1 
projector.  Since  the  optimum  is  1  per  10  classrooms, 
the  currently  a\ailable  equipment  is  10  19  or  approxi- 
mately 50%  of  optimum. 

A  greater  value  of  the  checking  chart  lies  in  the 
last  column,  which  compares  the  use  being  made  of 
equipment  already  available  with  the  fxrrcentage  of 
optimum  needed.  One  type  of  equipment  may  be 
available  to  75%  of  optimum  and  the  "demand  not 
met  by  existing  equipment."  This  would  indicate  that 
more  of  this  type  of  equipment  should  be  secured.  An- 
other type  of  equipment  may  be  available  to  only  15% 
of  optimum.  Hoivever,  no  additional  equipment  of 
this  type  should  be  needed  until  existing  equipment  is 
adequately  used  and  the  "demand  not  met  by  existing 
equipment." 

This  chart,  when  carefully  applied  to  a  given  situa- 
tion, should  prove  a  valid  guide  to  budget  planning, 
in-service  training  plans,  and  additional  teacher  moti- 
vation and  in-service  training  effort.  \Vhere  the  ratings 
reveal  that  the  present  use  of  available  materials  falls 
short  of  adequacy,  opportunities  for  improvement  are 
automaticaliv  pointed  out. 


See  &:  Hear  Special  Report 


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2  two-way  switches 
located  near  door  and 
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Projection  room 
especially  designed  and 
of  size  to  accommodate 
largest  whole  class 
group 

Adequately  lighted 
2-way  view    (hall  and 
classroom)  display 
case 

Central  storage 
room  for  equipment 
not  in  use 

Filing  cabinet  and 
files  of  flat  pictures 

Slide  making 
equipment 

Portable  jirojector 
table  for  each  motion 
picture  and  opacpie 
j)rojeclor 

Aud.  equipped  with 
projection  facilities 
&  screen 

Darkroom  photographic 
lab.  for  use  by 
camera  clid)s  and 
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Advance  Program:  D.  A.V.  I.  Meetings  in  Atlantic  City 


Meeting  Place:   Convention  Hall,  Atlantic 
City 

Meeting  Dates:    February  23,  24,  and  25 

Monday,    February    23,    9:30-12:00-"lniorma\ 

Get-Together" 
Main  meeting  room  of  Convention  Hall,  regis- 
tration, refreshments,  contact  your  old  friends. 

Monday,  February  23, 1 2 : 1 3 -2 :00-D .A.V .1 .  Lun- 
cheon 
Introduction  of  Executive  Committee  members; 
announcements  by  DAVI  President,  Stephen  M. 
Corey;  announcements  by  DAVI  Executive  Sec- 
retary, Vernon  Dameron;  demonstration  of  radio 
and  television  developments,  with  discussions,  to 
be  arranged  by  Louis  Goodman,  Supervisor, 
Audio-Visual  Center,  College  of  the  City  of  New 
York,  with  displays  of  technical  equipment  by 
cooperating  manufacturers. 

Monday,  February  23,  2:30-3:45   —   "Recent 

Trends  in  Teacher  Education" 
Presentation  of  recent  developments  in  the  field 
of  teacher  education  to  be  presented  by  national- 
ly-known speaker;  followed  by  panel  discussion 
of  implications  of  such  trends  for  audio-visual 
instruction  by  audio-visual  specialists;  discus- 
sion from  the  floor.  Chairman:  A.  W.  Vander- 
Meer,  College  of  Education,  Pennsylvania  State 
College,  State  College,  Pennsylvania. 
Monday,  February  23,  3. -^5-5 .00— "Production" 
Presentation  of  the  problem  of  the  producer  (by 
a  person  selected  by  a  committee  from  the  indus- 
try) as  they  are  related  to  the  purchaser  and 
eventual  user;  presentation  of  visual  materials 
representing  crucial  elements  of  the  topic;  re- 
sponse to  the  problem  by  educators  representing 
school,  school  system,  business,  and  university 
and  college  users  of  audio-visual  instructional 
materials;  floor  discussion.  Chairman:  Floyde  E. 
Brooker,  U.  S.  Office  of  Education,  Washington. 

Tuesday,  February  24,  9:30-12:30 
Presentation  by  two  nationally-known  speakers 
of  (1)  the  application  of  mass  media  for  com- 
munication to  problems  of  education  and  world 
peace,  (2)  recent  trends  in  curriculum  revision 
and  school  administration  practices;  followed  by 
panel  discussion  of  the  topic,  "Modern  Tools  for 


Modern  Teaching,"  stressing  implications  for 
audio-visual  instruction  of  the  trends  described 
by  pre\  ious  speakers.  Visual  presentation  of  a 
^veil-planned  audio-xisual  program  in  action  in 
a  city  school  system  to  follow  to  express  in  con- 
crete terms  the  principles  developed  by  the 
panel.  Chairman:  Stephen  M.  Corey,  Depart- 
ment of  Education,  University  of  Chicago. 
Tuesday,  February  24,  2.-50-5;'/5— "Research" 
Round-up  of  research  related  to  audio-visual  in- 
struction currently  under  way  in  this  country; 
descriptions  of  research  activities  by  several  per- 
sons now  engaged  in  them;  brief  indication  of 
research  gaps:  floor  discussion.  Chairman: 
James  \V.  Brown,  Syracuse  University,  Syracuse. 
Tuesday,  February  24,  5. -/J -5. Of— "Problems  of 

the  Audio-Visual  Director" 
Presentation  by  speaker  on  significant  problems 
of  audio-visual  directors,  based  on  his  experience 
and  the  experience  of  otheis  in  the  field;  panel 
discussion  of  related  problems,  with  indications 
of  possible  means  of  solving  problems  considered; 
floor  discussion.  Chairman:  Mrs.  Grace  Fisher 
Ramsey,  Curator  of  Educational  Relations, 
American  Museum  of  Natural  History,  New 
York  City. 

Wednesday,   February   25,   9:30-12:30— Demon- 

stration 
Walter  A.  Wittich,  Director,  Bureau  of  Visual 
Instruction,  University  of  Wisconsin,  appears  on 
the    main    program   of   the   AASA   conference, 
teaching  a   demonstration   lesson   involving  the 
use  of  audio-visual  instructional  materials.    No 
DAVI  meetings  are  scheduled  this  morning  in 
order  that  members  may  attend  this  session. 
Wednesday,    February    25,    2:30-4 :30— Depart- 
mental  Meeting 
Brief     summarization     of     main     currents     of 
thought    expressed   at    each    of   the   conference 
meetings   by   participants,   with   discussion   pre- 
ceding business  meetings. 

Atlantic  City  DAVI  Conference  Committee 

Floyde  E.  Brooker  A.  W.  VanderMeer 

Grace  Fisher  Ramsey  Vernon  Dameron 

Louis  Goodman  James  W.  Brown, 

W.  Henry  Durr  Chairman 


THE  ARCil'MEX  r  has  been  going  on  for  ihe  last 
decadt— what  does  a  limctioning,  going  program 
ot  audio-visual  education  cost?  W'hat  does  such  a 
piograin  cost  when  it  is  supersised  bv  an  able 
audiovisual  jierson.  a  |)erson  qualilieil  in  seeing  the 
relationship  of  ini])roved,  classroom  learning  ex- 
periences with  the  new  tools  of  learning:  sound 
iUnis.  (ilmstrips.  cliarts.  slides,  graphs,  maps,  posters, 
models,  and  related  giaphic  teaching  materials? 
In  order  to  (ind  such  an  answer  we  can  go  to  two 
|jlaces.  We  can  go  to  all  school  systems  throughout 
the  United  States  b\  popidaiion  areas,  or  we  can 
attempt    to   locate   those   oiustanding   examples  of 


audio-xisual  practice  which  exist  and  analyze  those 
practices  in  terms  of  accomplishments  and  costs. 

Looking,  then,  at  the  second  possibility,  we  pre- 
sent for  yoin  anahsis  anil  thoughtful  ct>nsitteration 
rejjorts  Irom  six  superintendeius  throughout  the 
United  .States.  Their  statements  attest  to  their  firm 
belief  in  the  utility  of  audio-visual  materials.  Their 
budget  ex])erience  proves  their  interest  and  the 
soundness  ol  these  programs  of  audio-visual  instruc- 
tion. Startling  indeed  is  the  upward  swing  in  ex- 
penditures. The  trend  certainly  is  in  the  direction 
which  Mr.  Tabler  in  his  splendid  accoinit  of  future 
budget  possibilities  prophesies. 


We  Are  Today  Spending . . 


MASON  CITY  REPORTS  .  .  . 

IT  HAS  NOT  BEEN  SO  MUCH  a  ques- 
tion of  SHALL,  but  WHEN  can  we  use  the 
tools  of  audio-visual  education  that  many 
teachers  and  administrators  have  been  ask- 
ing lor  a  number  of  years.  The  problem 
had  been  how  to  secure  a  budget  which 
woidd  make  it  possible  for  the  teachers  to  supplement 
good  classroom  learning  environment  with  sound  films, 
hlmstrips,  good  bulletin  boards,  radios,  transcription 
players,  maps,  globes,  charts,  models,  slides,  and  other 
tools  of  instruction  which  assist  in  bringing  the  reali- 
ties of  our  environment  before  voung  learners.  It 
takes  monev  to  secure  these  visual  tools,  and  most 
school  budgets  did  not  consider  them  as  essentials. 
In  most  cases  it  had  been  difficult  enough  to  get  the 
necessary  money  to  pay  the  meager  teachers'  salaries 
and  basic  textbooks  for  a  miniminii  program  ot  educa- 
tion. There  was  little  money  made  available  for  tools 
of  audio-visual  education,  as  school  boards  and  the 
public  thought  of  them  as  non-essential. 

"Today,  in  manv  schools,  the  question  is  not 
IV HEX  biu  HOW  can  we  best  make  use  of  these  tools 
which  are  becoming  an  essential  part  ol  the  budget. 
This  change  of  attitude  has  been  brought  aboiu  by  the 
publicity  and  results  that  the  armed  services  got  using 
audio-visual  tools.  In  that  cost  was  not  a  factor,  the 
armed  services  were  able  to  demonstrate  that  audio- 
visual aids  did  contribute  to  effective,  permanent, 
and  economical  learning.  However,  it  is  now  up  to  the 
schools  to  set  iqj  an  evaluative  criteria  in  audio-visual 
education  that  will  suggest  possible  standards  in  rela- 
tion to  innnediate  objectives  and  idtimate  goals  in 
public  education. 

"The  road  is  now  open  for  securing  the  necessary 
tools  in  audio-visual  education,  and  it  is  up  to  the 
teachers  and  administration  to  see  that  it  stays  open. 
Each  school  shoidd  have  its  own  plan.  .New  tools  call 
for  new  imderstandings  and  techniijues,  which  all  add 
up  to  new  learnings.  It  is  the  responsibility  of  each 
superintendent  to  see  that  the  faculty  knows  how  to 
make  use  effectively  of  these  new  tools,  or  they  may 
prove  more  of  a  curse  instead  of  a  blessing. 

"Therefore,  the  first  step  a  school  should  take  is 


to  appoint  a  committee  or  a  director  of  .\udio-Visual 
Education  to  make  a  study  of  the  introduction  and  use 
of  these  tools  in  the  local  school  that  the  conmiunity 
is  willing  to  furnish.  Second,  to  see  that  the  teachers 
have  specific  training  in  the  use  of  these  tools  either 
through  summer  school  or  in-service  training.  I  prefer 
the  latter.  Third,  to  make  a  study  of  which  of  the 
tools  of  audiovisual  education  are  most  effective  in 
leaching  the  particular  skill,  understanding,  or  concept 
to  be  mastered.  These  are  to  be  keyed  to  a  particular 
unit  of  work.  For  example,  a  filmstrip  would  l)e  listed 
for  the  various  units  in  the  coiuse  of  study,  and  the 
particular  concepts  or  understandings  that  can  be 
understood  bv  the  students  studving  that  unit  at  that 
level.  Fourth,  to  develop  methodologies  for  utilizing 
audio-visual  materials  in  relation  to  educational  sub- 
jects. Fifth,  set  up  an  evaluative  criteria  in  audio-visual 
education  that  will  be  a  practical  yardstick  in  measur- 
ing the  growth  in  this  field." 

LaM'rence  H.  Shepoiser, 

Superintendent  of  City  Schools,  Mason  City,  Iowa 


h  r 

Graph    showing    trend    of 
penditures    in    audio-visual 
equipment  in  the  city  schoo 

per    pupil    ex- 
materials    and 
s  of  Mason  City. 

S5.0() 
S4.(M) 

S.l.OO 
SL'.Od 
$1.(M) 
0 

- 

y.  - 

a.  2 

y 

g2 

i 

/^ 

AV    VI          1 
IVV                 I 

i»— ■ 

19 

(1 
$1 

32      19 

947  cur 
.87  per 

37        19 

rent  exp 
pupil  p 

42        19 

enditure 
er  year) 

47 

FREEPORT  REPORTS . . . 

___  "VISUAL  EDUCATION  is  nothing  new.    It  is  only  the 

^HB  /  name  that  is  new.  Modern  equipment  ol  various  types 
HPHk--  has  made  it  possible  to  extend  the  use  of  visual  aids  to 
J^ni  such  an  extent  that  some  type  of  special  organization 
^^^  must  be  set  up  in  a  school  s)stem  if  full  advantage  of 
the  materials  available  is  to  be  realized. 

"Experiments  show  that  with  the  use  of  visual  aids,  learning 
will  take  place  faster  and  will  be  remembered  longer  than  is  possible 
without  their  use.  As  a  pupil  reads  about  wheat  production,  he 
gets  a  mental  picture  of  fields  of  waving  grain.  This  may  be  fairly 
accurate  But  any  picture  he  gets  of  the  combine,  the  threshing 
machine,  or  the  way  the  people  live,  will  be  xery  inaccurate  li  he 
has  to  depend  on  the  printed  page.  With  a  number  of  well-selected 
pictures,  or  better,  with  a  moving  picture,  life  in  the  great  wheat 
country  can  be  made  more  real,  more  accurate,  more  meaningful, 
and  the  learning  will  be  more  interesting. 

"Interest  is  a  great  factor  in  learning  efficiently.  If  one  has  any 
doubt  as  to  the  effectiveness  of  visual  aids  in  producing  interest, 
let  him  observe  the  faces  of  a  group  of  children  during  an  ordinary 
class  period  and  then  observe  them  again  while  they  are  \iewing  a 
moving  picture  for  which  they  have  been  carefully  prepared." 


B.  F. 


Shafer,   Superintendent   Frreport,  Illinois   Public  Schools 


*K 


WILMETTE  REPORTS  . . . 

••THE  POLICY  of  encouraging  teachers  to  know  and  to 
want  the  best  audio-visual  materials  available  lor  their 
use  has  been  subscribed  to  by  the  VVilmette  Public 
Schools  for  manv  years.  The  value  of  the  regular  use  of 
bulletin  boards,'  maps,  globes,  chdrts  and  records  has 
long  since  been  appreciated  as  an  imp6rtant  part  ol 
any  good  educational  program.  The  creation  and  purchase  of  such 
materials  has  been  considered  routine  procedure  in  the  schools, 
and  therefore  the  instructional  budget  allowances  have  been  ade- 
quately made  to  include  these  needs. 

"However,  the  post-war  contribution  to  the  audio-visual  field  has 
opened  up  such  vast  possibilities  to  the  teaching  world  that  the  en- 
tire VVilmette  Staff  has  for  some  three  years  been  engaged  in  inten- 
sive study  of  this  part  of  the  school  program.  To  insure  wise  purchase 
and  efficient  use  of  the  many  new  teaching  aids,  it  seemed  essential 
that  the  problem  of  developing  a  sound  program  be  attacked  as  a 
project  for  continuous  teacher  participation.  It  was  felt  by  the  staff 
that  the  proper  use  of  the  many  new  audio-visual  materials  would 
come  only  if  they  were  purchased  on  the  basis  that  they  would  fit 
the  curriculum  rather  than  be  an  addition  to  it,  or  a  separate  part 
of  it.  With  this  goal  in  mind,  the  stall  has  worked  diligently  on  many 
and  varied  committees  which  have  given  direction  and  purpose  to 
the  program  as  it  has  developed. 

"As  a  result  of  this  work,  all  classrooms  now  have  available  for 
their  use  many  additional  types  of  equipment  such  as  the  recordio, 
the  play-back  machine,  the  sound  and  the  strip-hlm  machine.  Materi- 
als appropriately  chosen  to  fit  the  curriculum  are  now  a  pan  ot  an 
ever-growing  basic  library. 

"The  real  value  of  in-service  study  to  develop  a  broader  audio- 
visual program  can  be  judged  only  by  what  appears  to  be  happening 
in  our  classrooms.  The  quickened  interest  on  the  part  of  teachers  in 
finding  ways  to  give  better  understanding  through  these  aids  can 
only  mean  better  learning  situations  for  children.  Our  school  is 
committed  to  this  program  because  the  staff,  iiuluding  the  administra- 
tion, feels  that  the  audio-visual  tools  when  jjroperly  used  offer  the 
greatest  contribution  to  the  learning  process  since  the  invention  of 
the  printing  press." 
Millard  D.  Bell,  Superintendent   Wilmette,  Illinois  Public   Schools 


Graph  showing  trend  of  per  pupil 
penditures  in  audio-visual  materials 
equipment   in   the  city  schools  of  Freej 


$5.00 


$4.00 


$;5.oo 


S2.00 


$1.00 


1932 


1937 


1942        1947 


(1947  current  expenditure 
$2  75  per  pupil  per  year) 


Graph  showing  trend  of  ])er  pupil 
penditures  in  audio-visual  materials  | 
equipment  in  the  city  schools  of  Wiln 


S5.00 


.S4.00  r 


s;5.oo  ■ 


$2.00 


$1.00 


1932 


1937 


1942 


1947 


(1947  current  expenditure  nearly 
$4.00  per  pupil  per  year) 


Graph  showing  trend  of  per  pupil  ex- 
penditmes  in  audio-visual  materials  and 
etpiipinent    in   the  city  schools  of   Glencoe. 


S5.(M) 
S4.(M» 
S3.00 
$2.00 

SI. 00 

0 



/ 

■ 

i 

— 

1 

1932 


1937 


1942 


1947 


(1947  current  expenditure 
.S3. 34  per  pupil  per  year) 


Ciraph  showing  trend  of  per  pupil  ex- 
peiulitines  in  audio-visual  materials  and 
equipment    in    the    city    schools    of    Dallas. 


S.5.00 


S4.00 


S3.00 


$2.00 


SI. 00 






- 

1932        1937         1942        1947 


GLENCOE  REPORTS . .  . 

"  IHE  U.SE  of  multi-sensory  materials  can  no  longer  be 
considered  a  fad  or  a  no\elty  in  our  schools.  We  have 
>g^  ^     cooperatively    studied    the    educational    implications   of 

*l^(rfcs^a  these  aids  and  feel  very  strongly  that  they  must  be  a  basic 
**  part  of  our  work  with  children.  Good  teachers  from  time 
immemorial  ha\e  instictively  taught  by  the  multi-sensory 
method.  They  ga\e  their  children  contact  with  reality  through  all 
the  senses.  But  as  schools  became  more  cloistered  and  remote  froin 
life,  children's  experiences  became  more  and  more  vicarious. 

"What  we  arc  now  recognizing  is  that  we  need  to  take  the  class- 
room into  the  world  and  to  bring  the  world  into  the  sch(K)l. 

"This  does  not  always  require  expensive  equipment.  Manv  real 
experiences  shoidd  come  from  the  school  and  community  en\iron- 
ment  through  direct  contacts.  Others  come  through  home-made  and 
hand-made  objects,  models,  globes,  charts,  exhibits,  slides,  etc. 

"However,  specialized  ccjuipmcnt  is  an  essential  for  the  full 
utilization  of  the  newer  materials  and  methods.  Motion-picture 
camera,  projectors,  filmstrip  projectors,  slide  and  opatjue  projectors, 
radios,  recorders,  public  address  sxstems,  transcription  players— all 
are  essential  if  we  are  to  use  the  fine  new  audio-visual  materials 
now  a\ailable  through  these  machines. 

"We  ha\e  equipped  our  schools  with  the  latest  devices  in  the 
last  four  or  five  years.  We  are  actively  using  them  and  studying  ways 
for  ever  better  utilization  so  that  our  work  with  children  may  be 
more  vital  and  meaningful." 

John  Sternig ,  Counsellor  in  Science  &:  Audio-Visual  Education 
Glencoe  Public  Schools,  Glencoe,  Illinois 


OAK  RIDGE  REPORTS  .  .  . 

"ELEMENT.KRV  AND  J>ECO.\D.\RV  education  have 
come  to  mean  child  growth  under  guidance— mental, 
physical,  emotional,  social,  and  spiritual  growth.  Such 
growth  is  best  fostered  under  conditions  that  are  life-like 
in  terms  of  children's  experiences. 

"Schools  need  constantly  to  be  alert  to  changing  sit- 
uations in  the  normal  lives  of  children.  W^hen  most  children  listen 
nightly  to  the  family  radio  and  attend  the  neighborhood  cinema 
house  at  least  weekh,  any  educational  program  that  omits  planned 
and  skillful  use  of  these  two  media  is  unrealistic  in  its  attempt  to 
provide  life-like  situations  as  the  basis  for  learning. 

"Historically,  the  use  of  picture  vocabularies  preceded  that 
of  the  alphabetic  means  of  communication.  Children  are  now  en- 
couraged to  seek  knowledge  from  manv  sources.  The  single  textbook 
has  been  supplemented  by  a  wide  variety  of  books  of  related  materi- 
als. Children  are  being  encouraged  to  read  widely  according  to 
their  interests.  Similarly,  they  should  be  guided  into  the  use  of 
materials  that  tell  picture  stories,  as  it  were.  Experience  in  adult 
life  has  proved  the  efficiency  in  business,  in  industry,  and  in  the 
military  service,  of  visual  and  audio  materials  of  many  types,  includ- 
ing good  bulletin  boards,  maps,  charts,  models,  globes,  slides,  radios, 
himstrips,  sound  films,  opaque  projectors,  microprojectors,  transcrip- 
tion players. 

"A  word  of  caution  may  be  in  order.  Audio-visual  materials 
wisely  chosen,  scientifically  and  psychologically  used  with  careful 
pupil-teacher  planning,  will  enhance  the  opportunities  for  desirable 
child  growth.  Vet  the  most  expensive  materials  may  become,  if  care- 
lessly used,  a  time-consuming  entertainment  attraction  of  dubious 
educational  worth." 


6V 


(1947  current  expenditure 
512c   per   pupil   per   year) 


R.  H.  Ostrander,  Suljertnlendent.  Oak  Ridge,  Tenn.  Public  Schools 


ST.  LOUIS  REPORTS. . . 

^^^       "ST.    LOUIS    BELIEVES    in    audio-visual     education. 

V^Hk     We  rccogni/c   that  audio-visual   aids  are   invaluable   in 

||3^9  making  education  more  concrete  and  nieaningfid  and  in 

^W      p^^  bringing  to   the  children   in   the   classroom  experiences 

^HH         "lar  Ijeyond  their  scope  of  imagination.    Learning  is  no 

longer  contained  within  the  four  walls  of  our  classrooms. 

Our  horizons  have  gone  far  beyond.    We  need  to  give  students  the 

understanding   that    is   essential    for    intelligent    living   in    this   one 

world  of  today. 

"Learning  depends  on  understanding.  To  create  and  to  de- 
velop understanding  we  must  use  materials  that  involve  seeing, 
hearing,  feeling  and  active  participation  by  the  students. 

"This  may  be  done  by  employing  newer  teaching  materials 
and  techniques.  Using  many  different  types  of  materials  to  better 
acquaint  the  student  with  all  phases  and  trends  of  a  subject  leads 
to  better  understanding  than  does  mere  repealing  of  facts  and  fig- 
ures. These  newer  types  of  instructional  materials  are  dynamic, 
forceful  and  challenging  if  skillfully  and  purposefully  used. 

"St.  Louis  is  fortunate  in  having  an  early  start  in  visual  educa- 
tion. It  was  in  1905  that  the  Educational  Museum  was  established 
to  organize  and  distribute  visual  materials  to  the  St.  Louis  Public 
Schools.  Then  as  now,  the  catalogue  of  the  Division  of  Audio-Visual 
Education  featured  a  diversity  of  materials. 

"Several  years  ago  the  Visual  Education  Committee,  which 
functions  in  cooperation  with  the  staff  of  the  Division  of  Audio- 
Visual  Education,  made  a  survey  of  the  visual  education  program 
in  the  St.  Louis  Public  Schools  which  revealed  the  teachers'  increased 
interest  in  \isual  education  and  an  in^gent  need  for  additional  visual 
education  materials  and  equipment  in  the  schools.  A  long-range 
visual  education  program  based  on  the  findings  of  this  study  has 
now  been  in  effect  for  two  years  in  the  city  of  St.  Louis. 

"Since  1944  when  the  Board  of  Education  applied  for  a  license 
for  an  FM  radio  station,  a  Committee  on  Radio  Education,  composed 
of  teachers  and  principals,  has  worked  closely  with  the  Division  of 
Audio-Visual  Education  staff  offering  important  leadership  in  this 
field.  Educational  broadcasts  ha\e  been  planned  and  produced  to 
fit  school  needs  and  a  loan  collection  of  scripts  and  radio  transcrip- 
tions has  been  added  to  the  library  of  audio-visual  materials." 

Philip  J.  Hickey,  Superintendetjt  of  Instruction,  St.  Louis,  Missouri 

FOND  du  LAC  REPORTS. . . 

"THERE  IS  NO  QUESTION  but  that  money  spent  for 
audio-\isual  aids  for  classroom  usage  is  a  sound  educa- 
tional investment.  We  have  passed  the  experimental 
stage.  The  educator  who  fails  to  realize  the  value  of 
such  aids  is  not  keeping  abreast  of  the  times.  The  ex- 
periences of  the  armed  services  in  training  their  per- 
sonnel thoroughly  with  a  saving  of  SO*;;;,  in  time  is  the  latest  example 
of  the  value  of  audio-visual  aids. 

"There  is  convincing  evidence  that  Boards  of  Education  realize 
the  necessity  of  audio-\isual  training  as  another  tool  to  be  used  in 
pupil  educational  ad\ancement.  Mt)st  Board  members  are  parents, 
and  consequently,  want  their  children  to  receive  this  valuable  ex- 
perience. 

"The  cost  of  audio-visual  aids  should  be  included  in  the  school 
budget  along  with  textbooks  and  other  essential  items.  These 
amounts  should,  under  normal  conditions,  grow  increasingly  larger 
as  teacher-training  institutions  continue  to  give  more  recognition 
to  the  use  of  audio-visual  aids  and  the  product  graduating  from 
these  institutions  will  lie  able  to  effect  better  utilization  of  such  aids 
in  the  classroom." 

Harold  C.  Bauer,  Superintendent  of  Schools,  Fond  du  Lac,  Wisconsin 


Graph  showing  trend  of  per  pupil  ex  i 
tures  in  audio-visual  materials  and  ( 
men'     in     the     city     schools     of     St. 


$5.00 


$1.00 


s;5.oo 


$2.00 


$1.00 


^^wBWffaarssnBB^^^^^^^V 


1932       1937 


1942 


1947 


(1947    current    expenditure 
$1.26    per    pupil    per    year) 


Graph  showing  trend  of  per  pupil  cxj 
tures  in  audio-visual  materials  and  ( 
ment    in    the   city   schools   of    Fond    du 


$5.00 

$4.00 

$3.00 



$2.00 



y 

$1.00 

— 

. 

/I 

-- - 

n 

^.JiMii 

1932      1937        1942 


1947 


(1947    current    expenditure 
$1.70   per    pupil    per    year) 


RADIO . . . 


H\  Doioiln  1,.  C«ilin()rc 

7'.'«(/(cr,   Grant  hlinicnlury  School 
Ttu  oiiui.    W'lishitiiit'tn 


]  on  tall  ttrl  the  tnUtfst  and  tlw  iiiii,!' 
ipiiit  of  coolH'ititioii  Ihat  is  developing 
ainoii^  these  xoittt^slrrs  wlio  liave  utt- 
dertakeii  the  jiiohlein  of  increasing  in 
leresl  to  a  liigh  level  by  creating  all 
t\pes  of  sound  effects  dining  tins 
broadcast    d/    "linns    lirinker." 


€BS  €B  Teaching  Aid 


I'lilmrs   C.tnirlfsy  (>l    llir    Tin  oiiiii   PiiIiIk    Si  lii}nls 


THK  FIELD  Ol-  RADIO  luts 
main  p()ssil)ilitits  in  teachiiii) 
(hikhcii.  Ihc  benefits  derixed 
from  a  radio  project  may  fall  into 
three  divisions:  voice  production, 
reading,  and  creative  ani\it\,  or  iii- 
\enti\eness. 

Under  the  first  heading  ma\  lie 
included  the  use  of  the  speaking 
\oice  stressing  tone  (]ualit\  and  enun- 
ciation; diction;  and  ])oise.  which 
includes  posture,  quick  tliiiiking  and 
an  e,as\,  comfortable  manner.  The 
child  before  the  microphone  is  much 
less  self-conscious  of  those  wlui  m:i\ 


Ik-  ill  his  "sludio  audieiue'  ihaii  he 
is  bclorc  a  group  whom  he  uuisl 
lace  and  address  direclh. 

riie  second  di\ision— reading- 
deals  mainlv  with  ural  reading.  The 
would  be  ladio  announcer  is  ad\  ised 
lo  read  aloud  daily.  He  mav  pra(- 
lice  reading  descriptions,  achertise- 
menis  ami  conversations.  His  pro- 
niuKialion  musi  be  (orred.  his 
uiiipii  ni)t  ino  ia])id,  and  his  rm|)lia 
sis  well-placed— even  markeil  on  his 
script.  Phrasing,  interpretation,  and 
expression  are  extremely  important, 
for  the  voinig  "radio  star"  must  real- 
ize that  his  expression  uuisi  make  up 
lo  his  lisle  ners  all  that  ihey  tannol 
see.  .\tlual  results  from  this  project 
have  shown  that  ihe  children  are 
\erv  desirous  of  doing  the  job  as 
well  as  possible  and  are  willing  al- 
most   lo  memorize  their  ])aits. 

I  be  ihiid  outcome  may  be  iinen 
ll\eness.       The    (|ui<k     ihinking.     oi 


One  of  the  finest  opportunities  fin 
I  liiillenging  the  dcvelof>menl  of 
Ihe  best  which  is  capable  of  being 
attained  among  young  learners  is 
the  radio  medium.  This  oppor- 
tunity really  challenges  top  quality 
in    enunciation,   diction    and   f)oise. 


alertness  of  pupils,  spoken  ol  above, 
applies  here  also.  Not  a  second  ma\ 
bt  losi.  imless  a  jjause  is  indicated. 
IVihajis  one  ol  the  most  oiUstanding 
(\am|)les  of  this  (reati\f  a<ti\ii\  in 
a  radio  inojec  I  is  louiid  in  ilic  work 
ol  the  sound  elicits  "men."  Foi  in- 
stance, in  one-  ol  oui  fifth-grade 
"ladio  broadcasts"  scAcial  bovs 
created  cle\ices  for  soinid  eirects. 
Our  play  was  "Hans  Brinktr  iiiifl  Ihe 
Sihwr  Sf<ate.s"  made  suitable  lor  this 
t\pe  of  program  by  Gem  tide  Rins- 
(cUa  in  "Conrad's  Magic  Flight." 
One  boy  did  a  little  research  work 
and  found  in  a  science  magazine  a 
suggestion  loi  making  the  sound  cil 
skating  on  ice.  .\nother  bo\  pro- 
duced a  dexice  lor  the  effect  of  a 
cait  iiimfjling  o\er  a  rockv  road. 

Because  \\c  are  foiliniate  enough 
lo  ha\e  ihc  ((|uipmeiu  loi  making 
records,  we  made  several  test  re- 
cordings and  then  a  final  one  which 
grealh  aided  in  the  inakiiij;  ol  a 
better   "broadcast". 

^  cs,  the  field  ol  ladio  has  iii.un 
possi!;ilities  in  teacliiii;^  (liildicn. 
(ChiiiU'd  from  .\li.ss  Cihiiorr's  jnrs- 
riilnlion  bcforr  llir  rricnl  Taioiiiii, 
W'ashiiigtoii  I  nihil  I  isiiiil  Cotiirr- 
ciice.) 


[   A  N   I    .\  R  ^      •      19    18 


25 


A  FIELD  OF  GROWING    IMPORTANCE   IX   SCHOOL   PROGRAMS 

Report  on  Educational  Recordings 

PART  II  OF  A  SURVEY  BY  THE  EDITORS  OF  SEE  &  HEAR 


((.OMINUKD  FROM  DK.KMBKK  I.SMJk) 

♦  Nancy  Sokoloff  is  discussing  the 
I'ducational  as])ects  of  ciirrcni  Co- 
lumbia Records: 

In  literature  we  Imd  the  Clnishiun 
Carol,  done  by  Basil  Rathbone,  three 
volumes  of  Masterpieces  of  Litera- 
ture by  Norman  Corwiii.  Wesley 
Addy  and  Basil  Rathbone.  Robin 
Hood  and  Treasure  Island,  with  a 
cast  headed  by  Basil  Rathbone,  the 
Voice  of  Poetry,  by  Edith  Evans  and 
John  Gielgud.  and  a  particularh 
fine  series  of  Shakespeare  by  Orson 
Welles,  Maurice  Evans,  Paul  Robe- 
son and  others.  One  of  the  latter 
sets  include  (onipletc  plays  b\  the 
Mercury  Theatre  cast,  and  the  al- 
bums are  accompanied  by  textbooks 
and  teacher's  inanuals. 

History  is  represented  b\  Piesitleni 
Roose\elt's  IVtir  Messa!>^e  to  Congress, 
Norman  Corwin's  CBS  broadcast. 
On  A  Xote  of  Triumph,  Lincoln's 
Gettysburg  Address  done  b\  Charles 
Laughlon.  and  the  History  Speaks 
series  draniati/ed  b\  the  ('nlunil)i:i 
players. 

"We  know  there  are  main  excel 
lent  teachers  who  cannot  read  aloud 
with  dramatic  effect,"  Miss  Sokololl 
said,  "But  in  this  day  of  motion  pic- 
tures and  radio,  students  are  accus- 
tomed to  dramatic  presentation.  The 
a\erage  student  will  learn  more  and 
in  a  more  thorough  manner  il  thi 
subjects  are  presented  to  him  in  a 
dramatized,  sometimes  even  humoi- 
ous,  form.  This  has  certainh  been 
jjroved  in  .\rmv  and  Na\\  cdiua 
tional    ;\ork. 

"Once  in  a  while  we  heat  adiiiii 
ers  of  the  old  "i  R's  and  nothing  bui' 
type  of  education  tell  us  that  schools 
are  no  good  any  more— 'why,  all  the 
kids  do  now  is  listen  to  records  and 
see  movies.'  We  think  that  educa- 
tion, like  science,  shoukl  always  pro- 
gress and  use  the  best  methods  it 
has  a\ailable  to  impart  knowledge, 
or  to  increase  the  students'  desire  for 
knowledge. 

"We  intend  to  make  retoids  loi 
aids  in  teaching  many  more  subjects 
that)  we  are  able  to  do  at  jMesent. 
Foi  example,  in  general  science 
classes   we   can    dramatize   the    U\cs 


and     accomplishments     of     famous 
chemists,    physicists,    biologists. 

"To  get  the  most  out  of  records 
in  schools  they  should  be  kept  in  the 
librarv  and  indexed  just  like  text- 
books. Some  schools,  with  more 
facilities,  can  affoid  lecord  libraries 
in  each  dassroom.  One  school  we 
heard  about  recently  asks  each  class 
which  borrows  an  album  to  make  up 
a  project  sheet  on  how  it  used  the 
records  and  paste  the  sheet  in  the 
album.  In  this  way,  other  classes 
ina\  draw  upon  the  experience  of 
j5re\  i(jus   borrowers." 

80  Recordings  by  Popular  Science 
♦  We  talkecl  to' Dr.  David  J.  Good- 
man,   editor-in-chief   of   the   Audio- 
X'isual   Division  of  Popular  Science 
Publishing  Company; 

"We  have  produced  80  recordings 


RCA's  New  Classroom  Phonograph 
♦  The  RC.\  \"icior  Di\ision  of  the 
Radio  Corporation  of  .America  has 
lecenth  ainiouiued  the  new  Victrola 
(Jassroom  Phonograph  Senior  Mod- 
el, sjiecifically  designed  for  school  use 
in  music,  language,  speech,  dramat- 
ics, and  physical  education  classes, 
assembly  programs,  and  gynniasium 
activities. 

The  new  instrument  offers  such 
features  as  the  RC.\  \ictor  "Golden 
1  hroat"  acoustical  system,  the  "Si- 
lent Sapphire"  pickup,  and  a  12  inch 
super-sensiti\e  speaker. 


in  English  literature,  American 
history,  and  recently  a  series  on 
interculiural  relations  and  safetv 
education."  Dr.  Goodman  said. 
"Next  year  we  are  planning  addi- 
tional records  on  primar\  science 
and  social  studies. 

"Our  recoitls  are  specific alh  inte- 
grated with  the  courses  of  study  in 
elementary  and  high  schools.  The 
teachers  themselves  plan  and  write 
the  scripts,  which  are  then  polished 
by  our  professional  writers  and  re- 
turned to  the  educators  for  criticism 
or  approval.  In  this  wa\,  thev  are 
assured  of  getting  the  material  best 
suited  to  their  needs. 

"We  believe  schools  should  build 
up  their  record  library  gradualh  — 
buy,  say,  five  or  ten  discs  a  month. 
Our  Teach-0-l)iscs  are  made  of 
V'inylite,  the  unbreakable  plastic,  so 
they  are  scratch-proof  and  ])crma- 
nent,  \et  reasonable  in  cost. 

"Records  should  be  kept  either  in 
the  classroom  or  a  central  librarv 
where  a  teacher  has  ready  access  to 
them  at  the  time  her  class  needs 
them.  If  the  class  is  studying  the 
beginnings  of  the  American  Revolu- 
tion the  teacher  will  want  to  produce 
the  Patrick  Henr\  or  Paul  Re\ere 
series  while  her  students  are  con- 
sidering that  subject  rather  than  a 
month  or  so  aftenvards. 

"Teach-O-Discs  are  made  pri- 
marih'  for  classroom  use,  not  general 
assembly  periods.  W'e  recommend 
a  j)honograph  in  each  classroom 
where  recordings  can  be  played  as 
naturalh  as  a  map  or  chart  would 
be  consulted.  Teachers  should  be 
cautioned  that  calling  undue  atten- 
tion to  the  no\elt\  of  the  use  of 
records  as  an  educational  niedimn 
will  distract  the  class  from  obtain- 
ing full  bc-ncfit  Ironi  the  pcrform- 
.iiice.  ' 

riie  Teuch-U-Disc  EngUsli  Uteru- 
ture  Series  includes  dranifiti/ations. 
condehsaticins  or  excerjjts  fronr  such 
time-honored  classics  as  A  Tale  oj 
Two  Cities,  l-A'angeline.  Huckle- 
beri-y  Finn.  Les  Miserables,  The 
Courtship  of  Miles  Standish  and  The 
Rime  of  the  Ancient  Mariner,  to 
mention  only  a  few. 

Fhe  Popular  Science  American 
History  Series,  prepared  by  Marquis 
James,  Pulitzer  Prize  biographer, 
dramatizes  incidents  in  the  lives  of 
patriots  of  the  American  Revolution. 

Two    series    of    songs    by    Irving 

((DMINlrn     0.\     I'.XGK     THIRTV-SIX) 


26 


SEE       AND       HEAR 


AUDITORIUM     FILMS 

Post   Acquires   Monogram    Rights 

♦  PiKt  Piciurt-!,  Coijj..  1 1 5  Wt-^! 
45ih  Si.,  New  V«>rk  19.  has  an 
nounced  ilie  acquisition  of  the  ex- 
clusive 16mm  distribution  rights  to 
several  new  Monc»gram  productions 
whicli  are  being  prepared  for  re- 
lease to  schools,  dubs,  churches,  am! 
ci\'ic  organizations. 

The  program  includes  a  variet\ 
of  films  including:  7  musicals  and 
comedies:  1 1  dramas  and  mysteries: 
4  East  Side  Kids:  6  U.  S.  Marshal 
westerns:  4  Range  Buster  westerns: 
J  Trail  Blazers:  and  1  James  01i\er 
Curwood  stor\  {Daivu  on  the  Great 
Divide) . 

The  new  series  of  films  is  avail- 
able for  rental  ilrrough  tlie  usual 
dealers  and  film  libraries.  Post  also 
lists  a  number  of  good  U.S.  govern- 
ment subjects  in  the  following  New 
Materials  in\entor\  pages. 
Latin-American    Film    Materials 

♦  Latin  American  Fiini  Distributors 
C^o..  New  York,  has  acquired  world- 
wide I6mm  rights  to  several  out- 
standing Mexican  feature  produc- 
tions. Interested  groups  can  obtain 
full  information  bv  addressing  com- 
pan\  ofhces  at  45  West  3.Tth  St..  New 

York  19. 

*     ♦      • 

Hollywood    Film    Enterprises 
Announces   Series   of  \eii    Titles 

♦  Hollwood  Film  Enterprises.  6(Ki(i 
Sunset  Blvd.,  Holl^^^•ood.  Calif.,  has 
announced  the  release  of  several 
films  for  school  and  library  sale, 
suitable  for  auditorium  showings 
and   some   curriculum   applications. 

Titles  include: 

Paris,  Queen  of  Gties— (10  mini 
Silent.  Color  So5:  BJcAV  S30.  A 
\Wn  to  jx)st-war  Paris. 

Berlin,  City  of  Lost  Souls—  (liO 
niin)  Silent.  Color  S125:  Bi:\V  .S55. 
.\  recent  picture  of  post-war  Ber- 
lin's destruction  and  frustration. 

\Miat  A  Day— (10  min)  Sound. 
B&W.  $35.  -\  comedy  for  young- 
sters, featuring  8  or  9  year  children 
in  all  but  one  of  the  parts. 

Calgary  Stampede  — (25  min» 
Sound.  Color  SI  50:  B&W  565. 
Scenes  of  the  annual  Calgary  (Can- 
ada) Stampede,  including  the  parade 
;ind  rodeo  events. 

Blue  Skies  and  Happy  Hunting— 
(20  mini  Silent.  Color.  SI  10.  .V 
successful  big  game  hunting  trip  in 
the  beautiful  Canadian  Rockies. 


"%' 


I  \  N  I"  \  R  ^ 


1    9  4  « 


otv 


M 


atf^ri 


FILMS-SLIDES* RECORDINGS 
AND    OTHER    .\  I  D  I  0  -  V  1  S  I  A  L    AIDS 


•     1  6  M  M    SOUND    MOTION    PICTURES     • 


AGRICULTURE 

Our  Soil  Resources— f  10  min.)  Sound. 

BS:W.    .Sale    S45.00:    R.ntal    S2.50. 

EBF. 

Intermed  Grades,  Jr  Sr  HS:  Social 
Studies,.  Agriculture,  Consenmlion. 

•  Made  in  collaboration  with  Dr. 
Firman  E.  Bear.  Rutgers  L'niversitx. 
the  film  shows  formation  of  the  soil. 
the  factors  that  lead  to  the  formation 
of  different  soil  zones,  and  the  con- 
servation aspects  of  soil  control.  It 
accents  the  theme  that  no  natural 
resource  is  more  important  to  life  on 
earth  than  soil,  and  that  although  it 
takes  manv  centuries  to  build  this 
resource,  man  can  quickly  destroy  it. 

Spring  on  the  Farm:  Summer  on  the 
Farm-  (2  hlms— 10  min.  eachj  Color. 
Sound,    -^pply  for  price.    EBF. 

Intermed    Grades    Jr    HS:    Social 

Studies,  Agriculture. 

•  These  two  films  were  shot  earlier 
this  year  on  a  farm  near  Jancs\ille. 
Wisconsin,  and  show  how  the  chang- 
ing seasons  affect  farm  aaiviiies. 
plants,  animals,  and  farm  life.  Two 
more.  .Autumn  on  the  Farm,  and 
Winter  on  the  Farm,  will  be  released 
next  vear.  The  series  is  being  pr<:>- 
duced  in  cooperation  with  E.  Lau- 
rence Palmer.  Ph.D.,  professor  of 
Rural  Education  at  Cornell  Unixer- 
sit\. 


i  KEY  TO  MATERI.\L  SOURCES 
j  •Films,  filmsirips  and  recordings 
\  listed  in  these  columns  may  be 
I  obtained  from  sources  on  P.  35. 


ARTS  .v  LITERATURE 
.Mark  Twain— (10  min)   Sound.  S25. 
Post  Pictures. 

Jr,  Sr  HS,  Col,  Adult;  Eng.,  Lang. 

•  .\s  Halleys  Comet  streaked  across 
the  skies  in  1835  Samuel  Clemens 
was  bom.  Seventy-five  years  later 
it  appeared  again  and  Sam  Clemens, 
who  became  famous  as  Mark  Twain, 
passed  awav.  Mark  Twain  has  added 
to  the  rich  literature  of  oin  nation, 
creating  a  new  folklore  out  of  oi;; 
frontier  life. 

Mother  Goose  Stories— » 10  min.)  Col- 
or-and-sound,  S80.00:  Color-and-si- 
lent,  S65.00.  Dailv  rental.  S4.00. 
Bailey. 

Lower  elementary:  Eng  Lang  cr 

Arts. 

•  .Animated  figurines  act  out  the  old 
familiar  tales  of  Little  Miss  Muffet. 
Old  Mother  Hubbard,  Humpiy- 
Dumpiv,  etc.  Carefully  executed  sets, 
costuming,  staging,  and  characteriza- 
tion make  the  film  very  attractive  to 
children,  and  is  usefid  in  stimulating 
further  reading,  and  in  creasing  ap- 
preciation of  music  and  handicraft. 

( 0\"FR  I 


A    classroom  showing  pictured   by   the  Xalional  Film   Board   of   Canada. 


Hare   and    the   Tortoise— (10   min) 
Souiul.    IJ&W.    EBF. 
Prim.,   Col;  Lang.  Arts,   Rcadirig 
Readiness,  Soc.  Studies,  Teacliing. 

•  Through  remarkably  clever  pho- 
tography of  li\ing  animals,  the  talc 
of  "The  Hare  and  The  Tortoise," 
is  reenacted.  Animals  talk,  and 
through  ck\<r  (oordination  of  a(- 
lioii.  motion,  and  ihc  conicni  oi 
the  st<)r\  :m  imaginati\c  mood  is 
(riatcil.  Ihc  narration  is  tarried 
b\  .1  mall'  \oici-  wliich  observes 
\o(abiilar),  tempo,  and  expression 
in  accord  with  kindergarten  and  pri- 
mar\   class  interests. 

FINE    ARTS 

Art  Survives  the  Times— (20  min) 
Soimd.  B&VV.  Sale,  S60.00:  Rental. 
SLOO.   A.  V.  Films. 

h.  Si    HS.  C/il.  Adult:  Hist.,  Six. 

Studies.    CI  II  lis. 

•  .\  lilm  record  of  the  siiciesshd 
inventions  by  Marey  Edward  i\In\- 
bridge,  Louis  Lumiere,  Thomas  Edi- 
son and  othcis  which  resulted  in  tin 
moderih  mo\  ing-pidiire  cameia  that 
opened  a  new  industry  loi  I  he  world. 

Brush  Techniques-  (I  1  min)  Soinid. 
Color.    Apply  for  jirice.   EBF. 
Jr,  Sr  HS,  Col,  Adult;  Art,  Horn,- 
Eron.,    Teaching,   Clubs. 

•  Reveals  how  watercolor  an  tan 
connniniicate  the  vivid  impression 
of  a  landscape.  The  film  is  |)hoto- 
gra)}iied  as  if  through  the  e)e  of  the 
.irtist,  Eliot  (^"Hara,  one  of  .America's 
leading  water-colorists,  and  one  of 
this  medium's  most  successful  teach- 
ers. .All  important  steps  in  direct 
watertolor  painting  are  portrayed  in 
fidl  natural  color.  The  film  is  an 
excellent  demonstration  of  the  selec- 
tion and  arrangement  of  masses 
drawn  from  a  scene  in  nature  to 
effeit  a  pleasing  composition. 

Liszt     Concert— (10     min)      .Sound. 
BR:\V.   $25.   Post  Pictures. 
hi  termed..  Jr,  Sr  HS.  Col.  Adult: 
Music. 

•  Features  Georgy  Sandor,  Pianist 
and  intern.itionally  famous  conceit 
aiiisi  wlio  renders  two  of  F'ran/ 
Lis/i's  (ompositions  in  an  unforget- 
table manner.  Blending  (anuia 
woik  and  excpiisiie  music,  the  liiin 
is  introduced  by  Liebesiraume  antl 
ends  in  a  crashing  crescendo  of  the 
glorious  strains  of  the  Sixth  Hun- 
garian Rhapsody. 


Aubusson  Tapestries— (15  min) 
Sound.  BR;\V.  .Sale,  .S45.00:  Rental, 
^i.QO.   A.  F.  Films. 

/).  .S)   HS;  Col,  Adult,  hid.  Arts. 

•  1  hi'  making  of  a  modern  tapes- 
tr).  Jean  Lurcat,  the  famous  artist, 
is  seen  designing  an  original  crea- 
tion which  the  looms  of  the  weavers 
of    Aubusson    bring    into    existence. 

HEALTH,  SAFETY  & 
SPORTS  SUBJECTS 

Big  League  Baseball—  (10  min) 
B&W.  Price:  Sound.  S17.50:  Silent, 
.SW./S.    Official  Films. 

Prim.,  hitermed.,  Jr.  Sr  HS.  Col. 

Adult:     Clubs.     Phys.     lid..     Soc. 

Studies. 

•  .Aside  from  showing  nati\e  Aineii- 
cans  the  special  plays  and  techniques 
of  famed  baseball  jjlayers.  this  film 
can  aid  citizens  of  other  (oinitiies 
in  untlerstanding  our  nati(jnal  pas- 
time. Skillful  use  ol  slow  motion 
and  close-ups,  to  obtain  iiul\  in- 
formative and  beautiful  lamera 
work. 

Championship    Basketball—  (leatiue 
length)       .Sound.      B&W.      Apply 
for  Price.    Official   Films. 
hitermed.  Grades^  Jr,  Sr  HS,  Col: 
Phys.  Ed.,  Health,  Sports. 

•  Featuring  Nat  Holman,  for  sev- 
eral decades  Basketball  Coach  at 
City  College  of  New  York,  this  film 
opens  with  a  discussion  and  demon- 
stration of  man-tf)-man  defense,  and 
]jroceeds  to  illustrate  a  variety  of 
tactics  and  court  stratagems.  Two 
teams  demonstrate  each  point  as  it 
is  explained  by  Coach  HoliTian,  and 
scenes  from  acttial  collegiate  games 
in  Madison  Square  Garden  show  ap- 
plication in  a  real  match.  The  re- 
maiks  are  simple,  comprehensive, 
and  helpful  to  s])e(taior  antl  player 
alike.  Slow-motion  and  stop-motion 
ellecls    reveal    details    of    maneincr. 

./     \(iii(     Ikiiii    "'/Ik     lliinili\"    in  a'    siiltiul 
liliii    lioiii    I'liiliil    Wiiiid  Films,  Inc. 


Destination  — Death—  (sound  film- 
strip- 15  min.)  B&W.  Free  Loan. 
Zurich. 

/)•  Sr  HS:    Tralfic   Safety.   Driver 
Training. 

•  This  film,  jnoiluced  b\  an  insur- 
ance company  bm  containing  no 
advertising,  opens  with  the  central 
character  in  jail  on  a  manslatightei 
charge  as  the  residt  of  his  involve- 
nuiii  in  a  traffic  accident.  ,A  series 
of  Hash  backs  retrace  his  life  lo  show 
l;o\v  his  inconsiderate  attitude  at  the 
wheel  made  his  crime  almost  a  fore- 
gone (onclusion.  .A  high  school 
ilri\er-training  setpience  illustrating 
the  do's  and  tlon'ts  of  safe  driving  is 
followed  by  a  series  strc-ssing  "atti- 
tude" as  the  key  to  traffic  safety. 
Hot    Ice-  (11     min)     Soun(rBS:\\' 

$17.50;  Sterling. 

hitermed.  Grades,  Jr  Sr  HS:  Phys. 

Ed..  Health,  Sports. 

•  Shows  the  de\elopment  ot  hotke\ 
Irom  Canada's  "shiiniy  "  on  tlie  old 
sihool  pond  to  the  exciting  profes- 
sional matches  in  Madison  .Scpiare 
(iarden.  .Actual  scenes  of  a  game 
between  the  Toronto  Maple  Leafs 
and  the  New  York  Rangers  are  in- 
clutk'd. 

The  Hurdles— (10  min)  .Sound. 
Bf;W.  A|>plv  for  Price.  I'nited 
World. 

hitermed..    Jr,   Sr  HS,   Col.  Phys. 
Ed. 

•  One  of  a  new  series  of  athletic 
films  produced  in  collaboration  with 
the  .-Vmatein-  Athletic  I'nion  and 
the  .American  Olympics  Committee. 
Techniques  cjf  taking  hurdles  are 
demonstrated.  Useful  ff)r  physical 
education  classes,  coaching  ;ind  gen- 
eral communitN  recreation  pur[)Oses. 

RELIGION 

Bethlehem    To    Calvary—  (50    min) 
Sound.      BR.\V,     SI  50.00;     rental, 
$13.25.  IPC. 
Elew.  jr.  Sr  HS.  Cot,  Adult. 

•  Ihis     idm     presents     the    salient 
e\enis  in  the  life  of  Cihrist,  connnenc- 
ing   with    the   taxation   and    trip   to 
Na/areth  and  ending  with  the  Cm 
lifixion.  I)uri;il  ;incl  resurrec  lion. 
Rosary   Sunday  and   the  Cardinal's 

Welcome—  (1  1  min)   Sound.  Color. 
S!»0.0();  rental,  S-1.00.    IPC. 
Ear  all  age  grcrups. 

•  Fhere  are  two  parts  to  this  film. 
I  he  fust  porira\s  a  magnificent  re- 
ligious jKigeani  of  the  li\iiig  rosary. 

I  he  second  pari  is  a  hisioric;il  docu- 
ment presenting  the  unusual  wel- 
come   extended    to    the    .Archbishop 


28 


SEE       AND       HEAR 


ami  (lie  first  English  sj)<.aking  Car- 
dinal of  Canada.  Almost  all  of  the 
English  Catholic  Hierarchy  is  rep 
resented,  featuring  some  22  Arch- 
bishops and  Bishops  in  their  full 
legalia. 

1  rom    Eden   To   Calvary— (.10   min) 
V)iMid.       BjL-W.      S.S.").()0:      rental. 

sfj.tto.  IPC:. 

Klem.  /).  S,  HS.  Col.  Adult. 

•  This  fihn  traces  the  genesis  of  the 
world  and  man;  the  times  of  the 
Fkxxl:  the  biography  of  Moses  in 
ilie  ensla\einent  of  Israel,  the  Exo- 
dus, and  the  giving  of  the  Law.  and 
important  events  in  the  life  of  our 
Lord. 

Passion  Play— (liO      mill)       Sound. 

B.<;W.  il7.').lX);     rental,     SI  3.25. 
IPC. 

Elem,  }r,  Sr  HS.   Col,  Adult. 

•  This  is  a  tabloid  Life  of  Christ, 
which  brings  out  the  main  events 
from  the  Cradle  to  the  .Ascension. 

SCIENCE    FILMS 

'also  see  Filmstrips  on   Page   52y 
(.host  of  the  Golden  West—  .  10  miii) 
I'.vW  .    I'rice:   .Sound.  SI 7.50;  Silent. 
^S.73.    Official  Films. 

Sr  HS:  Biol..  Geog..   Geol..  Xal. 

Sd..  Hist. 

•  Excellent  scenes  of  wild  life  on 
sites  of  erstwhile  Ixxim  towns  re- 
vealing close-ups  of  scorpions.  chi{> 
Miiinks,  spiders,  moiles  of  insect  life. 

Giants  of  the  Sea— (10  min)  B^LW. 
Price:  Sound.  SI 7.50;  Silent,  S8.75. 
Official  Films,  Inc.,  25  West  45th  St., 
New  York  19.  X.  V. 

Intermed.,  h.  Sr  HS:  Biol..  Ccol., 

Xat.  .Sr/.,  I)td.   Arts. 

•  Scenes  from  Ba\  ol  .Magdallena— 
whaling  fleet  in  action,  harpooning 
ol  two  whales,  capture  of  200  lb. 
sling  ra\.  capture  of  4.200  lb.  giant 
manta. 

Mammals  of  the  Couutrv side— ( 111 
min)  -Sound.  S45.(X)  BiVV:  S90.0«l 
Color.    Coronet. 

Intermed.    (irades,    Jr    HS:    Gen- 
eral Science.  Biology,  Zoology. 

•  .\  representative  group  of  mam- 
mals that  share  the  land  with  the 
farmer— the  woodchuck.  red  fo.x. 
skunk,  mink,  opossum,  raccoon, 
muskrat.  and  beaver— are  studied  in 
terms  of  their  habits,  habitat,  and 
influence  upon  the  farmer's  crops. 
The  production  was  sup)ervised  by 
Robert  Snedigar  of  the  Chicago  Zoo- 
logical Park. 


Pij>evine     .Swallowtail      Butierflv  — _ 

editions:     Elemeniarv     ^I0    min 
$87.50);  .Scientific  (20  min-S  175.00)  . 
Both  sound  and  color.    Sininul 
.\Ieser\ev. 

Intermed.  Grades.  Jr.  Sr  HS.  Col 
lege;  Gen.  Sci.,  Biology.  Entomolo- 
• The  scientific  edition  (for  Sr  Hs 
up)  gives  the  complete  life  cycle  ol 
this  butterfly  with  exact  technical 
terms,  anatomical  details,  etc.  The 
elementary  edition  (for  )r  HS 
down)  covers  the  same  material  but 
with  simplified  vocabulary  and  pres- 
entation commensurate  with  the 
lower  siudv  level. 

Snakes  .-ire  Interesting— (1  reel) 
Soinid.  Color,  .\pplv  for  Price,  .\ssoc. 
Film  Artists. 

Intermed.    Grades.    Jr    HS:    Gen. 

Sci..  Biology.  Zoology. 
•  Produced  in  full  color  and  nar- 
rated bv  Murl  Deusing,  the  reel 
contains  the  pick  of  ten  years  of 
reptile  photographv  bv  this  world 
famous  naturalist  and  wild  life  ex- 
j)ert.  How  a  snake  travels  without 
legs,  and  how  it  sees  and  hears  are 
carcfullv  explained  along  with  facts 
concerning  the  poison  mechanisms 
of  some  varieties.  The  principle  of 
(old-bl(M)dedness  is  demonstrated  bv 
animation.  Some  of  the  more  si)ei - 
tacular  scenes  include  shots  of  a  fox 
snake  laying  eggs,  and  one  of  a  gar- 
ter snake  giving  birth  to  her  voting. 
.\bundant  use  of  clear  close-up  pho- 
tographv helps  to  explode  common 
superstitions  about  snakes,  and  pro 
V  ides  a  commonsense  approach  to 
the  subject  through  broad  back- 
ground knowledge. 

Stoi"v  ot  the  Bees— (20  min)  .Sound. 
BS:\\'.  Sale  S90.00;  Rental  S3.00. 
I'nited  World. 

Intermed.  Grades.  Jr.  Sr  HS.  Col: 

The  -Art  of  Films 
Animated  Cartoons:    The  Toy  That 
Grew    Up— (20    min)    Sound.     BjL-W. 
Sale,   S60.00:    Rental.   S4.00.     A.    F. 
Films. 

Jr.  Sr  HS.  Col.  Adult:  Ind.  Arts. 

Chths,  Teaching,  Physics. 
•  .\  film  that  shows  Plateau,  a  Bel- 
gian physicist,  who  devised  a  ma- 
chine to  animate  static  drawings,  and 
the  further  scientific  developments 
made  by  Emile  Reynaud  that  led 
to  the  realization  of  todav's  anima- 
tion studios. 


"^^    /•. 


CInsritp  action    in    "Strn\   oj    Ihf    liii\" 

Gen.  Sci.,  Biology.  Entomolt)gy. 

•  Complete  life  cycle  of  the  bee  is 
shown  in  microphotograjjhv  from 
the  laving  of  the  egg  to  the  maturi 
insect.  The  food  gathering  cvcle  is 
also  shown.  L'nusual  shots  portrav 
the  birth  of  a  cjueen  and  the  social 
organization  of  the  hive.  The  film 
has  been  edited  esj)ccially  for  .Ameri- 
can schools  (from  upper  elementarv 
through  college)  from  fcK)tage  which 
won     first     prize     at     the     Cannes 

(France)    World  Film  Festival. 

Undersea  Life- (10  min)  B)l\\ . 
Price;  Sound.  SI 7.50;  Silent.  58.75. 
Official  Films. 

Prim.,  Intermed..  Jr,  Sr  HS:  liioL. 

Gen.  Sci.,  Geog.,  Xat.  Sci. 

•  .\  look  at  life  in  the  ocean  depths. 
Giant   turtles,   octcjpus.   electric  niv. 

SOCIAL     STLDIES 

Circus  People— (10  min.)   Color  S75. 

.Academy. 

Prim.,  Intermed.:  Reading  Readi- 
ness, Sac.  Studies,  Lang.  Arts. 

•  The  whole  storv  of  unloading  tlu- 
big  tent  from  the  circus  train  and 
setting  it  up  is  leisurely  shown.  The 
human  side  of  the  circus— prepai-i 
tion  of  food,  washing  tlothes,  the 
wagon  in  which  the  people  live- 
is  well  and  graphically  shown.  A  con- 
siderable part  of  the  film  is  devoted 
to  the  clowns  who  dress  themselves 
and  prepare  for  the  |)arade. 

Harbor  Highlights  —  (10  min.). 
Color  .Sound  S75.  Bradley. 

Intermediate  Grades  (3-5)  :  Social 
Studies,  Transportation,  Commerce. 

•  This  film  teaches  about  the  var- 
ied activities  in  a  seaport.  It  shows 
port  pilots,  how  ships  are  navigated 
in  and  out  of  the  harbor,  tug  boats 
at  work,  and  the  loading  of  cargo 
freighters. 

Hausa  Village-  (22  min)  Sound. 
BS:W.  Sale.  S50.00;  Rental,  S2.00  per 
dav.  BIS.  (Cont'd  on  the  next  page) 


J   A  N  I    A  R  V 


19  4  8 


29 


Jr.    Sr    HS,    Col;    Sodiil    Sludirs. 

Geography,  Sociology. 
•  III  anciciii  limes,  iiavellers  from 
ihe  Holy  City  of  Mecca  crossed  the 
vast  Sahara  Descri  into  northern 
Nis^eria.  bring  wiih  ihem  the  icadi- 
ings  of  Mohanniucl.  Today  iht 
Hausa   people,    all    devout    Moham- 


medans, nnniber  10  million.  In  this 
film  the  life  and  (usionis  of  a  typical 
village  are  shown,  1  liotigh  many  of 
the  customs  are  priniiii\e,  the  HaiiMi 
peojjle  apply  iluinsehes  with  so 
much  energy  to  farming  and  fishing 
ihat  they  thri\e  and  prosper.  Ihe 
film  is  of  particular  inlerisl  in  \  iiw 
of  recent  headlines. 


CIVICS,  HISTORY  AND  GOVERNMENT  FILMS 


Lafayette,    Champion    of    Liberty— 
(10  min)  .Sonnd.  S25M.  Post  Pictures. 
/)■.  .Sr  //.S\  Col,  Adult:  Hist. 

•  Our  struggle  for  freedom  in  1777 
iiiir.utcd  a  voung  aristocrat  Ironi 
I'lance  who  added  a  brilliant  rhap 
ter  to  our  history.  Voung  Marijiiis 
de  Lafayette  oflered  his  fortune  and 
services  to  Geoige  Washington  and, 
to  the  end  of  his  life,  fought  for 
libertv. 

Our     Bill     Of     Rights- (20     min) 

Sound.    B&W.   SyO.fH).    Post  Pictures. 

Jr,  Sr  HS,  Col,  Adult:  Hist.  Clubs. 

•  This  film  presents  the  arguments 
pio  and  con.  ami  the  acceptance  on 
ilie  part  of  our  founders,  for  supple- 
menting the  Constitution  b\  the 
addition  of  the  first  ten  amend- 
ments. An  absorbing  and  dramatic 
film  deiMcting  the  highlights  of  the 
lemarkablc  contribution  to  world 
history.  Such  characters  as  Frank- 
lin. Washington.  Madison.  Randolph 
and  otheis  |)la\    their  historic  roles. 

Our  Constitution—  (20  min)  Sound. 
B&VV.    S90.00.    Post  Pictures. 

Jr,  Sr  HS,  Col,  Adult;  Hist.,  Clubs. 

•  Our  Constitution  treats  with  those 
dramatic  events  immediately  lead- 
ing to  the  Constitutional  Convention 
in  Philadelphia.  Iknjamin  Frank- 
lin, Alexander  Hamilton  and  others 
whose  names  are  branded  in  our 
history,  re-enact  their  roles  in  this 
singularh    elfective   motion   picture. 

Our  Declaration  of  Independence— 

(20  min)  .Sound.  B&VV.  |90.00.  Post 
Pictures. 

/)-,  Sr  HS,  Col,  Adult;  Hist.,  Clubs. 

•  On  July  4th,  177(),  the  Declaration 
ol  liukpendence  was  otficialh  pro- 
claimed and  a  new  nation  was  born. 
The  Stamp  ,\ct,  The  Quartering  .Act, 
the  Boston  Tea  Party,  the  Committee 
of  Corresjjondeiue,  and  man\  other 
events  leading  to  the  Declaration 
are  vividly  portrayed.  Such  immor- 
tal characters  as  Washington.  Jeffer- 
son, .\dams,  Patrick  Hcnrv,  Richard 
Henrv   Lee   and   man\    others    i>la\ 


their    vital    roles     dr,im.iii/in>;     ilu 
e\ents  lrr)m  1  7fiS  u>  I77(i. 
Oin-  Louisiana  Purchase— (20  nun) 
Sound.   B&:W.  .SOO.OO.   Post  Pictures. 
/) ,  Si  HS.  Col.  Adult:  Hist..  Ciuhs. 

•  In  IS0;5.  Ihomas  Jtflerson  pur 
(based  the  Louisiana  Territorv  lor 
the  Unitetl  States,  comprising  ap- 
|)roximately  I  million  square  miles, 
from  Napoleon,  for  l."i  million  ilol- 
lars.  \'ou  see  the  craftv,  powei-lunigr\ 
Xapoleon  betraying  the  Re\()lution 
which  created  him,  the  sly,  coiru])t 
Talleyrand;  the  honest  but  iinwit 
ting  Marbois:  the  shrew  Livingston, 
United  States  .\nibassador  to  France: 
and  others  to  draw  a  deadly  parallel 
between  our  times  and  ISO'i. 

Our    Monroe    Doctrine— (20    miii) 

Sound.   B&W.  S9().0().   Post  Pictures. 

Jr.  Sr  HS.  Col.  Adult:  Hist..  Clubs. 

•  James  Monroe  proclaimed  his  mes- 
sage, now  known  as  the  .Monnje 
Doctrine,  and  regarded  as  the  cor- 
nerstone of  American  Foreign  Policy. 
The  |)olitical  and  moral  diaos  ol 
Eui()[)e  in  his  time  was  so  liki'  our 
own  that  Our  Monroe  Doctrine, 
becomes  all  the  more  important 
today.  This  film  presents  the  im- 
mediate e\enis  ^vhich  led  to  the 
issuance  of  the  Doctrine.  Such  im- 
portant figures  as  John  Quinc\ 
Adams,  Henrx  Clay,  John  Calhoun 
and  James  .Monroe  are  portra\ed. 
Powers  of  Congres.s- ( 1 0  -min) 
Soimd.  S45.00  BH-W;  SW.OO  Color. 
Coronet. 

Intermed.     C.radcs.     Jv.     Si      HS: 
Civics,  Social  Studies. 

•  Produced  under  the  super\ision 
of  Dr.  Jav  Larkin.  Illinois  Inst,  ol 
lechnology,  this  film  emplo\s  a 
fantasy  to  define  and  e.\])lain  the 
powers  of  Congress.  Mr.  Williams 
drops  off  to  sleep  for  a  few  minutes 
and  finds  himself  confronted  with  a 
world  in  which  the  Congress  has 
been  suspended  and  federal  author- 
ity dissolved.  \Vhen  he  awakes  from 
his  dream,  he  has  a  better  under- 
standing of  his   own   responsibility. 


OF  MODERN   LIVING 

Party  Lines  (14  min)  Color  Bell'Iel. 
Intermed.  Jr.  Sr  HS.  Adult:  Art. 
Clubs 

•  Through  an  animated  marionette 
show  in  color,  a  \le\erl\  worked-oui 
story  of  the  need  for  neighborliness 
and  cooperation  in  the  use  of  the 
telephone  party  line  is  told. 

The  Way  We  Live—  ((i4  min)  Souiul. 
li.<.W.'  .\pplv  for  Price.    BIS. 
Eleui.  jr.  Sr  HS,  Col,  Adult. 

•  A  feature  documentary  available 
ihiough  the  courtesy  of  the  J.  Arthur 
Rank  Organi/ation,  Inc.  Through 
the  achentures  of  a  Pl\  mouth 
bombed-cjut  famih,  the  film  tells  the 
story  of  the  conception  of  a  plan 
lot  the  recreation  of  blit/ed  Plym- 
outh. Amid  the  city's  ruins  the 
cit\  engineer  xvorks  with  town  plan- 
ner Sir  Patrick  .\bercrombie  to  de- 
sign a  new  city  which  will  be  beauti- 
ful, efficient  and  comfortable  for 
woik,  for  play,  for  living.  Through 
one  family's  experience,  the  tribula- 
tions of  billeting  and  temporar\ 
housing  are  sho\in.  .\  mothers'  meet- 
iin'  brings  out  the  shortcomings  ol 
inadequate!}  thought-out  housing  de- 
velopments. There  are  educative 
lectures,  political  meetings,  debates 
in  the  Cit\  Coiuicil.  arguments  be- 
tween people  of  all  walks,  and  final- 
ly a  march  of  3,000  >onng  people 
with  banners  demanding  that  the 
j)lan  be  carried  out.  The  film  is 
an  exposition  ol  one  of  the  most  im- 
portant aspects  of  |)ostwar  housing. 

We  of  The  West  Riding  (22  min) 
S42.00.   rent,  S3.   FN. 

Intermed,  Jr.  Sr  HS.  Adult:  Agric, 
Ci-i'ics.  Clubs,  Cieog.  Geol.  Psych. 
Teaching.  Sac.  Studies,  Social. 

•  This  film  shows  the  people  of 
^  orkshii  e  at  work  and  at  play.  These 
solid  industrial  workers  take  a  per- 
sonal piide  in  the  production  of 
ilieii  lactories  and  in  the  heautv  of 
the  hills  and  moors. 
Wool-.Sound.    B.^AV  .  S4"i.()0;  iciual. 

.^2.').00.   EBF. 

Prim.,     Intermed.:     Sac.     Studies. 

Geog.,  Lang.  Arts. 

•  This  film  was  photographed  on  a 
sheep  ranch  in  Montana,  a  spinning 
plant  in  Illinois,  and  at  a  knitting 
mill  in  \Visconsin  to  show  how  the 
sweaters  that  children  \vear  were 
grown  and  produced.  .Sequences  in- 
clude shearing  wool,  shipping  it  to 
knitting  mills   and   spinning. 


30 


SEE       .\   N   D       HE   A    R 


FILMSTRIPS    AND    SLIDES 

'Sources  of  materials  in  these  colamns  appear  on  Page  55^ 


PRIMARY  STORIES 
Kindergarten     Fair>      Tales— jjnini 
filnistrips.  10  reels.   Color.  S28.50: 
S2.85  \ycT  reel.    Stillfilm. 

•  This  filnistrip  series  includes  the 
following  stories:  Peter  Rabbit. 
Scarecroii-  Man,  Old  Mother  Huh- 
bard.  Gingham  Dog,  Simple  Simon. 
Three  Little  Kittens.  ABC  Illus- 
trated. Red  Riding  Hnod.  Little  Red 
Hen.  \ursery  Rhymes  (I):  Xursery 
Kh\mes  1 2 1. 

Three  Nurseni"  Rh\me  Filmstrips— 
24-lrami.'s.  Color.  S3.(10  jx^r  hlin- 
strip.    Bowniar. 

Prim.,  Lang.  .4rls,  Reading  Readi- 
ness. 

•  Filnistrip  =1  includes,  "Jack  and 
I  ill."  "Humpty  Dunipty,"  "Sing  .\ 
Song  of  .Six  Pence."  and  "Old 
Woman  in  a  Shoe."  Filnistrip  ='I 
includes:  "Mars  Had  a  Little  Lamb." 

This  Little  Pig,"  "Hey  Diddle 
Diddle."  and  "Peter  Peter  Pumpkin 
E;uer. " 

Filnistrip  =j  includes,  "Old  King 
Cole."  "Jack  Be  Nimble."  "Little 
Bov  Blue.""  and   "Three  Blind  Mice.'" 

PRINTING  ARTS 

Five  Centuries  of  T\pe  Founding— 
B&^\'.  Sound.  Free  Loan.  .\mer. 
T\pe  Founders. 

Jr,  Sr  HS,  Trade,  Tech..  and  J'o- 
cational  Schools.  Adults:  Indus- 
trial .-Irtsk  Crafts,  Manual  Train- 
ing, Shop. 

•  Highlights  of  this  sound-slidefilm 
include  tracing  the  development  of 
Old  Style  type  from  Jenson  in  1470 
to  Caslon  in  1720.  with  illustrations 
of  today's  type  faces  derived  from 
sources  in  that  jieriod:  an  analysis 
of  Old  Style  and  Modem  serif 
structures:  steps  in  the  development 
of  Modern  Roman  type  from  Basker- 
ville  of  1757  to  Sans  Serifs  and 
-Square  Serifs  of  today;  the  family 
trees  of  Old  Stvle  and  Modem  Ro- 


16mm     Movies  —  RentoJ-Sale-Sound-Silent 

Eqvipmeat  on  TTaie  Pay"»«nf  ovr  specialry.  Seod  for  fre« 
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man:  and  \iews  of  a  selection  of  con- 
temporary .\TF  display  faces  with 
names  of  designers  and  dates  when 
these  types  were  introduced.  Fhe 
commentary  is  cut  on  two  sides  of  a 
Irt-inch   record. 

ANIMAL  FRIENDS 

.\ntmal  Friends— Series  of  8  film- 
strips.  10-day  approval  plan.  EBF. 
Prim.,  Interned.:  Soc.  Studies. 
Lang.  Arts. 
■  .\  series  of  eight  filmstri|>s.  each  con- 
taining sixty  or  more  pictures, 
adapted  from  8  well-known  class- 
rtwm  motion  pictures  pnxluced  bv 
EBF.  The  slidefilms  series  is  de- 
signed to  be  used  in  conjunction 
with  the  sound  films  of  the  same 
titles.  Each  filnistrip  is  a  self-con- 
tained teaching  unit.  Titles  include: 
The  Horse,  which  concerns  the 
horse  in  modern  life  and  follows  the 
development  and  training  of  a  colt 
from  1  week  to  3  \ears  of  age. 
Gray  Squitrel  traces  the  de\elop 
ment  and  grovvth  of  squirrels.  It 
describes  mother"s  care,  learning  to 
play  and  climb,  searching  for  fo<xI. 
storing  food  for  rlx-  winter,  and 
buildinar  nests. 

Three  Little  Kitteni  portrass  de- 
velopment of  three  vouiig  kittens. 
It  depicts  their  earh  dependence  on 
mother,  learning  to  feed  and  cleanse 
themselves,  adventures  while  plav- 
ing.  and  final  separation.  Shep.  The 
Farm  Dog  re-enacts  a  dav  in  the  life 
f)f  a  farm  collie.  Black  Bear  Twins 
shows  two  young,  mischievous  bears 
romping  in  the  forest.  l<X)king  for 
focxl.  invading  a  camp,  raiding  a 
wild  bees"  nest,  nursing  their  stings 
in  a  mud  puddle,  and  swimming. 
Elephants  piortrays  habits  of  ele- 
phants, how  they  eat,  drink,  and 
bathe.  This  filmstrip  depicts  adult 
elephant  performing  tricks  and  push- 
ing a  heav-v  load.  Shows  two  \oung 
elephants  being  trained  for  circus 
work.  Goats  describes  the  character- 
istics, feeding,  milking,  and  care  of 
farm  goats.  It  depicts  the  mischiev- 
ous antics  of  two  voung  goats,  and 
follows  Old  Billy  on  a  milk  route 
as  he  pulls  the  cart. 

Common  Animals  of  the  Woods 
presents  significant  activities  in  the 
lives  of  the  squirrel,  rabbit,  raccoon, 

(CONTIXtED  ON  THE  NE.XT  PAGE) 


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Animal    Friends:     amtinuetl 

porcuijinc.  oticr,  mink,  beavci .  np 
possiiiii.  skunk,  and  woodcluuk.  Ii 
considers  ai)|jcaranct.  ieeding  haliils. 
nieihods  oi  pioitxtion,  and  <arc  ol 
ihc  yomig. 

ARITHMETIC 

Piiniarv   Aiithnieiic  Series— (h    liliii 
strips)  Coloi,  S.iO.OO  per  stiies,  S").()n 
per  snip.    I'opidar  Science. 
Priimny  Ciadcs:  Arilliinctu . 

•  Edited  by  Dr.  Foster  (iiossnickle, 
outstanding  authority  and  author  in 
tlie  field  of  primaiy  arithmetic,  the 
scries  teaches  a  l)asic  iniderstanding 
of.  numbers  and  their  use  ba.sed  upon 
concrete  experiences  of  fst,  2nd.  and 
;ird  Grade  school  children.  Each  strip 
in  the  series  is  a  self  contained  n  ac  h- 
ing  unit.  Presentation  c()ml)iins  ii 
lustrativc  and  animated  drawings. 
photographs,  and  charts.  Titles  of 
the  strips;  117?^/  Numbers  Mean; 
Zero,  a  Place  Holder:  A  Xumhrr 
Family  in  Addition;  Compound  Sub- 
traction: The  Threes:  anci  The  Twos 
in  Dii'ision.  Note:  A  set  of  50  color 
slides,  based  on  the  above  filmstrij) 
series  and  edited  by  the  same  author- 
ity, is  also  available  jrom  Popular 
Science  at  525  per  set  of  JO. 

GENERAL  SCIENCE 

Food  and  Nutrition  Series—  (')  sti  ips 
— apj.)rox.  50  frames  each)  Coioi. 
.S25  per  series,  %h  |)er  strip,  indud 
ing  guide.  Po]Jidar  Sci. 
Intcrmed.  (trades,  jr  HS:  Gencuil 
Science,  Donicstu  Science.  Hoiin 
Economics.  Health. 

•  Series  deals  witli  pioper  selection 
of  foods,  food  nutrients,  diet  essen- 
tials, consumer  prol)lenis,  and  re- 
lated asp(.(is  of  food  and  nutrition. 
Each  strip  has  been  carefully  pie- 
viewed  and  ])re-lested  Ijy  classroom 
teachers,  and  eiliied  b\  a  distin- 
guished group  of  nmiition  exjierls. 
fndividual  titles:  The  Essentials  o\ 
Diet:  Eat  Well!  Eive  [Veil!:  Tlie  \'n- 
trients  in  Eood:  How  Food  is  Di- 
gested: and  Consumer  Problems  in 
Nutrition. 

Notk:  .-i  set  of  ^0  Kodachromc 
slides,  ciroering  the  same  material. 
is  also  ax'ailable  from  tlie  above 
source  at  S25  per  set.  including 
teaching  guide. 

Water  Cycle  Series  —  (7  Filmstrips) 
Color.  Apply  for  price.    Jam  Handy. 

Intermed  Grades.  Jr  Sr  HS:  Gen. 

Sci.,  Biology, 

•  The  newest  in  the  well-known  )am 


You  c«n  t«ll  mh  from  o(K«r  water  animali  bvcausa 
fith  kav*  a  backbone,  gills,  fins,  and  never 
grow  logs.  Also,  moSt  fish  aro  covcrod  wrfch  scalos. 


I'xjtical  frame  from  one  of  llie  7  filmslrijis 
in  llie  new  Jiim  Handy  Water  C\rte  Series 
revieired  on  litis  fMge. 

Hand}  "Science  Adventure"  units, 
this  series  of  discussional  slidefdms 
covers  fresh  and  salt-water  lile.  Basic 
informal  ion  about  man\  plants  and 
.ininials  iotind  in  ,i  w:iter  habitat  is 
pieseiued  in  natinal  (oloi.  with  ( ;u  h 
dim  organized  into  se\ei.il  one 
period   teaching  iniits. 

ADVANCED  SCIENCE 

Atoms  and  Atomic  Energy—.")   units 

ol  12  slicks  each.  Color.  .S'id.OO.    K\. 

jr..  Sr.  H.S.:  Gen.  Sci.  Physics. 

•  A  \i\id  anci  tinieh  jjiesentaiion 
ol  tliiN  limeh  and  highh  nioti\ated 
sidjjett.  jnepared  b\  .Alfred  D.  Beck. 
.\ssisiant  Science  Super\isor  of  the 
New  ^'ork  Citv  Schools.  Teacher's 
i;uide  included. 

North  American  Game  Birds  &  Ani- 
mals—(set  of  31  slides)  Color,  .Slfi.fiO. 
Popular  Science. 

Intermed,  Jr  HS;  General  Sci..  Su- 
ture Study,  Geography. 

•  A  set  of  Kodachromc  slides  made 
up  lioni  a  series  of  ^vild  life  ]3aint- 
ings  executed  for  "Outtfoor  l.ife" 
magazine  by  Francis  Lee  )at|iies,  staff 
artist  at  the  .American  Museum  ol 
Xaiural  Hisiorx.  New  York. 
Waterway  Birds— lilmsirip.  f5.<.\\  . 
.S2.50.    Coiitempo. 

Inlirmed:  Xat.  Sci.,  Biol, 

•  I  his  lilmstri])  cle\elo])s  awaieness 
111  .i(l:ipli\c'  Icalurcs  nature  li:is  pio 
\  ided  li)i  Walcrwav  Birds.  Four 
kinds   an-   discussed. 


•  \'onng  .Vmerica  Films,  Inc.,  lias 
.1  nuniljci  of  sfide  sets  avaifalile  in- 
cluding an  elaborate  Audubon  Bird 
Series  which  consists  of  150  color  re 
productions  2x2  slides  of  bird  por- 
iiaiis  painted  by  .Allan  Brooks  for 
llie  .\udubon  Society.  A  series  of 
20  economic  geography  maps  of  the 
luiied  Slates,  on  2x2  slides,  is  also 
available.  .\p))lv  for  price  and  com- 
plete list. 


PEOPLE    AND    PLACES 

Picture   Sto!  ies  of   Ancient    Egypt— 

(74  cIoid)lc  frames.)  .AppK  lor  jirice. 
Cleveland   .Museum. 

////  Grade:  Soc.  Studies. 

•  I  he  fust  of  a  series  of  six  fdin- 
siiips  rehited  to  fourth-grade  social 
suidics.  The  filmstrip  has  been 
\\cirked  out  in  clcjse  coortfination 
wiili  llie  cuiriciilum  content  materi- 
■  il  111  I  he  unit  on  Egypt.  The  film- 
strip  contains  Ijoth  photographs 
and  supporting  text.  Inciiiiries 
should  be  addressed  directly  to  .Ann 
\'.  Horton  or  Ruth  Thom]Json. 
Cleveland  .Museum  of  .An. 
Canada  Series—  (3  filmstrips)     BjvjW. 

Si()  pel  series.  S2  per  strip.  S\'E. 
Intermed.  Grades,  Jr,  Sr  HS;  Ge- 
ography, Social  Studies, 
'  1  hese  tliree  new  fifmstri].)s  intro- 
duce the  student  to  the  vast  prov- 
inces of  our  neighijor  to  the  North 
—the  en\ironmcnt  and  occupations 
of  the  Canadian  people,  the  natural 
resources  of  the  land,  the  industrial 
and  agricidtural  activities  of  the 
jjarticular  provinces.  Each  film, 
and  each  .iccompanving  teacher's 
manual.  w:is  |)iepared  with  the  co- 
operation of  the  Information  Divi- 
sion, DeiJartment  of  External  Affairs. 
Canada,  fndividual  titles:  Eastern 
C.iniailii.  coveiing  Nova  Scotia, 
I'lince  Edward  island.  New-  Bruns- 
wick, Quebec,  and  Ontario:  Western 
Canada,  covering  Manitolja,  Sas- 
katchewan. .Mfaerta,  and  British  Co- 
funif)ia:  :nicl  Northern  Canada, 
covering  the  mineral  industries  in 
the  Northern  leiritoiies  ;incl  the 
dailv  life  ol  the  Indians  and  Eski- 
mos. 

Siory  of  World  War  11—53  filmstrips. 
Price  of  set  of  53  episodes,  SI  15.00. 
Contemijo. 

/).  .Sr  HS:   Hist. 

•  1  his  series  of  episodes  serves  as  a 
liic;il  ])oint  ol  interest  to  [unior  and 
Senior  High  School  students,  be- 
cause it  is  something  they  know 
al)oui.  ;nicl  ii  lits  ihe  modern  "here 
;nicl  now"  c  uiiic  ulum.  Starting  with 
"Chamljerlain  Fries  to  Prevent 
War,"  the  story  in  orderlv  secjiience 
moves    to   "Ihe    Japanese   Give   Up 

I  he    Fight,"    to    depict    (i    vears    ol 
war  ;md  its  evolutions. 
*        *        * 

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32 


SEE 


A    N   n       HEAR 


RECORDINGS 

(Soinct's  are  listed  on  I'tiae  >'> 
The  Adventures  of  Oliver  Twist 
and  Fagin—  (selectecl  from  Charlfs 
Dickens  and  adapted  l)v  Ralpli 
Rose)  3-12"  Records.  Sl.fiO;  Co 
lunit)i;i. 

•  Episodes  Iroiii  Dickens'  "()li\er 
I  wist"  with  Basil   Raihijoiu-  as  Fa- 

nin  aiul  Narratoi.  An  able  cast 
performs  scenes  inchiding  ()li\er's 
famous  retpiest  for  more  soup,  his 
instruction  in  the  wa\s  of  thieverv 
h\  Fagin  and  the  "Artful  Dodj^er."' 
and  the  final  trimnph  of  ihc  little 
orphan. 

.Vlice  in  Wonderland— (adapted  from 
I>ewis  Ciarroll  b\  Ralph  Rose) 
t-12"  Records.  .S').93;  Columbia. 

•  A  music-drama  treatment  of  the 
l)elo\ed  classic,  stanini^  Jane  Powell, 
and  featming  original  nnisic  bv  Car- 
men Dragon.  All  the  famous  scenes 
—the  mad  tea  partv,  the  caucus  race, 
the  (Tociuct  game,  and  the  final 
l)aftling  court  scene— are  included. 

Bongo—  (by  Sinclair  Lewis— adapted 
b\  Ralph  Rose)  3-10"  Records, 
S3.00:  Columbia. 

•  The  story  of  Bongo,  a  star  circus 
hear,  who  escapes  from  his  cage  and 
lias  many  ad\entures  in  the  woods. 
Narrated  by  Dinah  Shore,  supported 
bv  an  orchestra  under  the  direction 
of  Sunn\   Burke. 

Kankie  and  the  Concertina  —  (Cyril 
\on  Bainnan  —  Fred  Essex)  2-10" 
Records.  SI. 7,5:  C:olumbia. 

•  I  he  stor\  of  Kankie  the  Kangaroo 
and  his  (lisro\er\  of  a  marvelous 
concertina  which  enables  him  to 
leap  higher  than  his  father,  and  to 
ac(|inre  musical  skill  as  well.  Nar- 
rated b\  David  .\llen.  with  back- 
ground music  composed  and  con- 
ducted b\   C^harles  Hale. 

ELECTRONICS 

Electronics  \t  Work— (Franscript ion 
kit)  Includes  three  16-inch  33%  rpm 
tianscripiions  (six  15-min.  programs). 
Teachers  C»uide.  and  sup|)lementary 
literature.  S8.00  per  kit.  Westing- 
house. 


[NIERTAINMENT 

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Intermed,  Jr  Sr  HS;  Geticrnl  Sci.. 
Physics,  Health.  Social  Studies. 

•  Selected  from  the  popular  radio 
program  ".-Kdventures  in  Research," 
ihese  transcriptions  were  especially 
prepared  for  dassroom  use.  The  pro- 
grams present,  in  dramatic  fashion, 
a  comprehensive  background  ot 
knowledge  in  electronics.  Titles  ol 
the  programs  are:  (I)  The  Electron: 
(2)  The  Electron  Tube;  (3)  Elec- 
tronics in  Communication;  (4)  Elec- 
tronics in  Transportation;  (5)  Elec- 
tronics in  Industry;  and  (6)  Elec- 
tronics in  Hrnlth  and  Personal  En- 
joyment. 

CLASSICAL  MUSIC 

Mendelssohn:  Elijah,  Op.  70-16-12" 
Records,  S22.70:  Columbia. 

•  Released  in  conmiemoration  of  the 
1 00th  anni\ersarv  of  the  death  of 
Felix  Mendelssohn,  this  album  fea- 
tures the  Liverpool  Philharmonic 
under  the  baton  of  Sir  Malcom 
Sargent,  with  choral  work  by  Isobel 
Baillie,  .Soprano:  Gladys  Ripley, 
Contralto:  James  Johnston,  Tenor: 


Harold  Williams,  Bass-Baritone,  and 
the  Huddersfield  Choral  Societ\. 
Tchaikovsky:  Nutcracker  Suite,  Oy. 

71a-3-12"  Records,  Sl.fiO:  Cnliim 

bia. 
•  Andre  Kosielanei/  ;ind  his  Orches- 
tra  in   a   new   recording   ol    this   fa- 
Noriie. 


CHARTS  &  PICTURES 

Two  Teaching  Kits-Free.    Ralston. 
Prim.,    Intermed..    Jr,    Sr    HS; 

•  Kit  No.  1  includes  materials  for 
use  on  grade-school  lex  els.  They  are: 
a  wall  chart,  cut-out  models  of  a 
balanced  breakfast,  a  bieakfast 
place-mat  to  be  colored,  and  book- 
lets on  nutrition.  Order  by  refer- 
ring to  code  number  C-429. 

•  Kit  No.  2  is  useful  to  high-school 
siudv  of  nutrition  and  includes  a 
booklet  entitled,  "Breakfast  Around 
the  World";  a  large  wall  map  of  the 
wheat  germ;  a  booklet  entitled, 
"Brief   Facts    .\bout   Breakfast    and 

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CHARTS  &  PICTURES 

(COMIMPI)  FROM  THE  PREVIOUS  PAGE) 

Wluiii";  aiul  ;i  "Handbook  of  Ctic- 
;il  (.rains."  This  ran  be  ordcii-il  In 
icfcning   to   code   number  C-f)30. 

Electron  Tube  Chart  — (Wall  chart 
25"x36")  Color.  §2.00.  Westing- 
house. 

Jr  Sr  HS:  GcDeral  St  ieiKc.  Physics. 

•  Presents  basic  information  on  the 
operation,  types,  and  uses  of  tlie  ek(- 
tron  tube.  Illustrates  how  electrons 
are  freed  in  the  tube,  basic  types  of 
electron  tul)es,  action  of  gas-fdled 
and  vacuum  tubes,  and  the  six  pri- 
mary functions  of  all  electron  tubes 
—rectification,  amplification,  genera- 
tion, control,  changing  light  into 
ele(iri(ity.  and  changing  ele(ni(ii\ 
into  radiant  energy. 

Everyday  Electricity  Chart  Series— 
(9  wall  charts-each  25"  x  30")  B&:W. 
SI. 00  per  series  of  9.   WesiinghouNe. 

Jr,  Sr  HS:  Gcti.  Sri..  Home  E<o- 

nomics. 

•  .Series  illustrates  construction  and 
operation  of  familiar  electrical  ile- 
viccs,    giving    detailed    explanations 


of  the  functions  of  various  parts. 
C:hart  titles:  (1)  The  Incandescent 
Laml}:  (2)  The  Electric  Toaster: 
(3)  The  Electric  Motor:  (4)  The 
Vacuum  Cleaner:  (5)  The  Electric 
Refrigerator;  (6)  The  Fluore.srenl 
[.amp;  (7)  The  Electric  Iron:  (8) 
The  Electric  Percolalot:  and  {*.') 
The  Electric  Elevator. 

Spectrum  Chart—  (Wall  chart  -  40" 
\  30")    Color,  S2.00.    Westinghouse. 

Sr  HS,  College;  Physics,  Chemistry, 

Electrical  Theory. 
•  Printed  in  eight  colors  showing 
relationship  of  all  electromagnetic 
radiations— from  the  thousand-mile 
long  waves  of  power  distribution  to 
I  lie  idtra-minute  waves  of  secondarv 
cosmic  rays.  Special  treatmeiu  is 
given  each  main  spectrum  band 
(Photographic.  X-Ray,  Radio,  In- 
tluction  Heating,  Ultraviolet,  and 
Infrared)  describing  its  range  and 
many  of  its  uses.  It  also  shows  the 
most  important  spectral  lines  used 
in  spectroscopic  chemical  analysis. 
A  glossary  of  terms  gives  basic  def- 
initions and  formulas. 

OUR    WORLD 

'ndia    Picture   Cards   and   Painting 

Books— Series  of  9  picture  cards, 
color.  Apply  for  price.  AMA 
Limited. 

•  This  is  a  series  of  nine  picture 
cards  and  painting  book  depicting  in 
multicolors  some  of  the  people  of 
India.  These  cards  portray  various 
i\pes  of  people;  their  occupations 
nid  the  details  like  costumes,  jew- 
eh},  head-dresses,  foot-wear,  etc.,  are 
authentic. 

OUR    DAILY    WORK 

Vocational  Guidance  Chart  .Series— 

(9  wall  charts-each  38"  wide,  13" 
to  50"  long)  $2.00  per  series  of  9. 
B'nai  B'rith. 

Jr,   Sr   HS;    Vocational    (rindance 
Counseling,  Careers,  Social  Studies. 

•  .\  series  of  9  illustrated  charts  de- 
fining and  classifying  over  600  occu- 
pations and  occu|)ational  grou|)s. 
Beginning  with  a  than  which  gi\es 
an  over-all  view  of  the  job  world, 
the  series  includes  presentations  of 
the  professional,  semi-professional, 
managerial,  clerical-sales,  service,  ag- 
ricultural, skilled,  and  semi-skilled 
fields.  In  addition  to  the  definitions 
and  grouijings  of  various  occujia- 
tions.  information  is  given  on  the 
approximate  number  of  workers  eni- 
plo\od    in    each. 


Laurin  Healy  Now  Director 
of  E.B.  Films  Advertising 


♦  Appointment  of  Laurin  Healy  to 
the  newh  created  post  of  director 
of  advertising  and  public  relations 
for  Encyclopaedia  Britannica  Films, 
Inc.,  was  recently  announced  by  C. 
Scott  Fletcher,  EBF  president.  Since 
January.  1947,  Healy  has  sened  the 
educational  motion  picture  produc- 
ing company  as  public  relations  di- 
rector. 

Consolidation  of  the  company's 
advertising  and  public  relations  de- 
partments under  Mr.  Healy  follows 
the  departure  of  Jack  C.  Coffey,  for- 
mer ad  director  who  resigned  to 
open  his  own  national  distribution 
organization  for  visual  business 
training  materials. 

Margot  Martens-Hughes,  editor  of 
EBFilm  News,  will  serve  as  assist- 
ant to  Healy  while  continuing  her 
editorial  duties. 


ZJhe    I  lew     i/ictor 

LITE-WEIGHT 


•  SINGLB  UNIT  CASE 

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EXCLUSIVE    SOUTHERN    CALIFORNIA 
DISTRIBUTOR 


COAST  VISUAL 
EDUCATION  CO. 

60S8    Sunset    Blvd.,    Hollywood    7S,    Calif. 
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SEE       AND       HEAR 


SOURCES  OF  NEW  MATERIALS 

■  Kc;  tij  abb:  L\  lations  :n  iLiUn^^  u./:dit  udditim  ait  nul  lUuiin) 


Academy:    Academy  Filmi,  14-18  \V. 

61st  St..  Los  .Angeles  44. 
.A.  F.  Films:    -A.  F.  Films,  Inc.  1600 

Broadway,  New  York.  19. 
A.    .M.    A.   Limited:     Canada    Bldt;.. 

Horn    b\     Road.    Fort.    Bombav. 

India. 
.\mer.    T\pe    Founders:     .\mt.Tican 

r\jx;    Founders     Inc..    Elizabeth. 

New  Jersey;  or  any  sales  office. 
.\ssoc.  Film  .\rtists:  Associated  Film 

Artists.  30  N.  Ravmond  .\ve..  Pas 

adcna  1,  Calitomia. 
Bailey:    Bailey  Films,  Inc..  2044  N. 

Bcrendo  St.,  Holly-wood  27,  Calif. 
Bell   Telephone:    Call   or  \\Tite   re- 
gional   hdq.    of    vour    telephone 

conipan\. 
BIS:     British    Information   Services. 

.10   Rockefeller   Plaza,   New  York 
B'nai  BYith:   B  nai  B'rith  \  ocational 

^-r\ice    Bureau,     1746    M    Street 

.N.  \V.,  Washington  6,  D.  C. 
Bo^»Tnar:       Stanley      Bowmar     Co.. 

2067  Broadway.  New  York  23. 
Bradlev  Clark  Fibns:    326  W.  Third 

St..   Li>s  .-Kngeles. 
Brav:     Brav     Pictures     Corp.      729 

Seventh  Ave..  New  York  Citv. 
Cleveland  Museum:    Cleveland  Mu- 
seum of  .\rt.  Cleveland  6.  Ohio. 
Columbia:    Columbia   Broadcasting 

S\steni.    Educational    Dept..    4S3 

.Madison  .\ve..   New  York   22.  or 

vour  local  record  shop. 
Coimnonwealih:    Commonwealth 

Pictures  Corp..  729  7th  .Ave..  New 

York  Citv. 
Contempo:     Contempo    Enterprises 

Inc.,  HollyA\ood.  California. 
Coronet:    C  o  r  o  n  e  t    Instructional 

Films,  Coronet  Bldg..  Chicago   1. 
EBF:       Encyclopaedia       Britannic^ 

Films,    20    North    Wacker    Drive. 

Chicago. 
Films,      Inc.:     McGraw  Hill     Bldt;.. 

New   York   City. 
FN:    Films   of   the   Nations,   .i.t   W. 

4.=)th  St..  New  York  19. 
Frith    Fibns:    Box    565.    Holly-ivood. 
IPC:     Ideal    Pictiu-es    Corporation. 

28  E.  8th  St.,  Chicago  5.  111. 
Jam  Handv:    Jam  Hand\  Organiza- 
tion. 2821  E.  Grand  Blvd.,  Detroit 

11.  Michigan. 
K-B:  Knowledge  Builders.  625  Mad- 

ivin  .\\e..  New  York  22. 
Official   Films:    Official  Films.   Inc.. 

25  \V.  45th  St..  New  York  19. 
Popular  Sd:    Popular  Science  Pub- 
lishing Companv,  353  Fourth  .Ave.. 


Post    Pictures:     Post    Pictures    Cor 

poraiion,    115    W.   45th  St.,   New 

York  19. 
Ralston:    Ralston  Purina  Co.,Check 

crboard  Sq..  St.  Louis.  2.  .Mo. 
Simmel-.Meservey:  Simmel-Meservev . 

321  S.  Beverlv  Dr.,  Beverlv  Hills. 

Calif. 
Sterling:    Sterling  Films,   Inc.     !!><'> 

Broadwav.  New  York   1. 
Stillfilm:    StiUlilm,   Inc.,   8443    .Mel 

rose  .\ve.,   HoUyAsood  46.  Calif. 
SVE:    Society  for  Visual  Education. 

Inc.,    100  East  Ohio  Su,   Chicago 

10,  III. 
TK:    Trindl-King,    123   S.   Bowlins 

Green  \\'a\.  Los  .\ngeles,  24. 
United    Specialists,    Inc.:     Pawling. 

New  York. 
United  World:  United  World  Films. 

Inc.,  445  Park  .\ve.,  .New  York  22. 
Westinghouse:    School  Service,  VVes- 

tinghouse     Electric     Corp..     Box 

1017,  306  Fourth  .Ave.,  Pittsburgh 

30.  Pa. 
Young    .America:     Young    .America 

Films.    Inc..    18    E.   41st   -St..    Neu 

\  ork   Citv. 
Zurich:      Zurich     Insurance     Com- 
panies.   135  S.   La  Salle  St..  Chi- 
cago 3.  111. 

Wisconsin's    Visual    Instruction 
Bureau   Offers  Evaluation   Stud\ 
♦  The  Bureau  of  Visual  Instruction. 
Universitv   of  Wisconsin,  in  care  of 
W.   .A.   Wittich.   Director,   has  your 
copv  of  an  evaluation  study  of  ele- 
mentai-s  films  used  in  the  course  of 
reeularlv  conducted  classroom  work. 
This  28-page,  printed  study  was  con 
duaed    under   the   auspices   of   the 
Wisconsin  Elementary  Principals  As- 
scjciation    in    cooperation    with    thc 
Universitv  of  Wisconsin's  Bureau  of 
V  isual   Instruction.    Copies  are  25c. 

In  it.  over  200  elementary  class- 
room teachers  examined  hundreds 
of  films  in  an  effort  to  bring  together 
into  a  well  described,  sequential  list- 
ing of  films  at  the  primary,  inter- 
mediate, and  junior  high  school  lev- 
el, those  films  which  were  thought  to 
he  useful  in  supplementing  goins; 
courses  of  study. 

The  project  was  spwnsored  b\  the 
Visual  Education  Section  of  the  Wis- 
consin Elementary  Principals  .Ass<> 
ciation  under  the  general  direction 
of  Dr.  Ella  C.  Clark,  Principal  of  the 
Atwater  School.  Shorewood.  Wis. 


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A  SEE  J<  HEAR   REVIEW    ()E  CONEMERCIIAL  MATERIAL 

New  Products  for  the  Classroom 


♦  To  make  its  nvw  Basic:  Record 
Library  for  Elementary  Schools  of 
inaximum  use  lo  the  educational 
market.  RCA  Victor  has  announced 
I  hat  the  Lil)rar\  is  now  a\ailable  to 
schools  1)\  indi\idiial  allninis  as  well 
as  i)y  the  complete  set. 

Under  the  new  merchandising 
|)Ian,  school  systems  will  be  better 
able  to  make  pinchases  of  the  albums 
needed  to  meet  their  specihc  grade 
requirements,  particularly  schools  in 
which  lower  grade  classes  far  out- 
numl)er  upper  grade  groujjs.  Tiie 
plan  also  gives  educators  the  ojjpor- 
iiniiiy  to  spread  record  album  pin- 
chases  as  an  alternati\e  lo  l)U)ing 
(ompletc  sets  at   one   time. 

The  indi\idual  albums  are  now 
available  through  RCA  educational 
dealers  with  no  extra  cost  for  por- 
lional  bu\ing. 

yezv  High  Fidelity  Record  Flayer 
Announced   for   Classroom    Use 

♦  Harris  Manufacturing  Companx. 
Los  Angeles,  has  annoiniced  the 
Electrot(3ne  Model  50,  a  transcrip- 
tion and  record  player  of  high  fidel- 
i()  particidarly  adaptable  to  class- 
room use. 

The  n)oclel  is  two  speed,  331^3  and 
78  rpm,  for  both  transcriptions  and 
records.  Sturdily  constructed  of 
three-ply  wood,  it  has  a  rubber 
mounted  50-60  cycle  motor  and  a 
detachable  speaker  with  50  feet  of 
extension  cord. 

With  a  niicro]ihone  attachment 
the  Model  50  is  usable  as  a  small 
public  address  system,  or  for  speech, 
drama,  and  radio  classes.  The  mi- 
crophone channel  may  be  used  sep 
arately  or  concinrently  with  a  record. 

List  price  is  $200.  Additional  in- 
fcjrmation  on  this  and  other  Electro- 
tone  models,  including  some  with 
radio  and  ainomatic  record  changers, 
may  be  obtained  from  the  Harris 
Manufactming  Co.,  2122  West  7th 
St.,  Los  Angeles  5,  Calif. 

Joris  Ivens'  Indonesian   Film 
Selected  as  Best  of  the  Month 

♦  Indonesia     Cnlling,     ,\usiraliaii 
made   film   directed   by  Joris    hens, 
famed  Diach  director,  has  been  desig- 
nated   "Film    of    the    .\Ionih"     bv 


Ptoi'ii.  a  publication  ol  ihe  East 
and  West  Association  edited  h\ 
Pearl  Buck. 

In  its  rc\  iexv.  the  magazine  said; 
"This  unusual  (ilm  tells  the  stor\ 
of  the  fight  for  Indonesian  indepen- 
dence as  it  was  waged  last  }ear  by  a 
group  of  Indonesian  seamen  living 
in  .-\ustralia.  .  .  although  the  slant 
is  almost  exclusiveh  from  the  labor 
jxiiui  of  \iew,  it  is  recommended  ix- 
cause  it  covers  material  not  a\  ail- 
able  in  any  other  film.  .  .It  is  Ix'si 
used  with  a  speaker  as  background 
lor  discussion  of  the  Indonesian 
(|uesiion." 

The  film  was  produced  by  the 
Austialian  Film  Syndicate,  and  is 
axaii.ible  (Sale  S90.  Rental  S5) 
from  Brandon  Films  Inc.,  1600 
Broadway,  New  York  19,  and  coop- 
eiating  film  libraries.  The  produc- 
tion is  in  black-and-white  sound  and 
runs  20  miniUes. 

Los   Angeles  School  Systein   Gets 
Planeload   of    Victor    Eciiiipment 

♦  .\  planeload  of  sound  motion 
])icture  projection  cc[iiipmeiu  \aliied 
at  more  than  $100,000  was  flown 
irom  Davenport,  Iowa,  to  Los 
Angeles  recently  to  be  used  in  the 
Los  .\ngeles  school  system's  new 
aiiclio-\isual   learning   program. 

The  machines,  manufactured  by 
the  \'ictor  .Animatograph  Corp.  of 
I)aveni)ort,  will  be  distribiued  one  to 
e\erN  400  students  over  the  entire 
city  system  to  supplement  several 
hundred  older  models  already  in  use, 
according  to  Dr.  V'ierling  Kersex, 
su|)erintcnclent  of  Los  .Angeles 
schools. 

A  See  &  Hear  Report  On 
Educational   Recordings 

(coNii.M  1  n  FROM    p.\c;k    IWIM^-SIX) 

Caesar,  Sing  a  Song  of  Friendship 
and  Si7ig  a  Song  of  Safety  stress  the 
jirinciples  of  Democracy  and  Inter- 
( idtural  Relations  and  safety  educa- 
tion to  elementary  grade  students. 

"Teaching  discs  are  not  intended 
to  replace  textbooks,"  Dr.  Goodman 
said,  "but  we  think  they  deserve  as 
important  a  place  in  the  classroom 
as  maps  and  charts." 

(to  BK  CONCl.t'DKI)  IN  AN  EARLY  LSSUE) 


CAT.\LOGS  AND  LITERATURE 

♦  For  some  time  teachers  of  English 
have  been  sending  intjuiries  to  Stt 
,<;  Hi  AR  asking  through  what  sources 
good  motion  pictures  in  that  subject 
aiea  are  available.  Leaching  Film 
(aistodians  have  provided  the  answer 
in  a  Iree  catalog  entitled  "Classroom 
Motion  Pictures  for  the  Use  of 
le.uhers  of  English." 

File  list  is  up-to-the-moment  and 
includes  26,  39,  and  40-minute  films, 
beginning  with  Adventurrs  of  Huck- 
leberry linn,  Alice  in  Wonderland. 
Anna  Karenina,  and  ending  with 
Tale  of  Two  Cities,  Timothy's  (,)tiesl, 
and  Treasure  Island.  Free  copies  ina\ 
be  obtained  by  addressing  Teaching 
F'ilm  (aistodians  offices  at  25  West 
l.Srd  St..  New  York  18. 

♦  Encyclopaedia  Britannica  Films, 
Inc.,  has  recenth  jjublished  "Leach- 
ing With  Sound  Films,"  a  14-page 
pamphlet  which  briefly  discusses  the 
basic  considerations  to  be  observed 
in  order  to  obtain  maximum  bene- 
fits from  a  school  sound  film  teach- 
ing  program. 

Beginning  with  a  brief  siunmarv 
of  pertinent  research  facts,  the  book- 
let goes  on  to  discuss  the  problems 
of  selecting  the  sound  film,  preview- 
ing the  film,  class  preparation  prior 
to  the  screening,  and  follow-up  ac- 
tivities. It  concludes  with  an  anno- 
tated list  of  basic  reading  materials. 

Free  copies  of  this  helpful  publi- 
cation may  be  obtained  from  Encv- 
clopaedia  Britannica  F'ilms.  20  .North 
Wacker  Dr.,  Chicago  (i.  111. 

♦  Ivvo  visual  aids  catalogs  ol  intei- 
est  to  teachers  of  arithmetic,  mathe- 
matics, and  U.  S.  history,  are 
available  at  nominal  cost  from  New 
Jersey  State  Teachers  College,  lJ])pcr 
.Montclair.  N.   J. 

"Mathematics;  Visual  and  Other 
Leaching  .Aids"  (30  pages;  75c) 
contains  an  extensive  listing  of 
sources  for  films,  strips,  slides,  charts, 
pictures,  recordings,  exhibits,  games, 
devices,  and  publications.  The  list- 
ings cover  the  field  from  simple 
arithmetic  througii  algebra,  geome- 
irv,  trigonometry,  and  advanced 
mathematics. 

".-\merican  History  Films"  (9 
pages;  25c)  was  ])repared  especially 
for  high  school  use  and  lists  motion 
|)ictures  onlv  under  the  headings; 
.A  New  World,  I  he  Settlers,  .A  New- 
Nation.  Lhe  Union  Threatened. 
'I'hc  Nation  Grows,  and  A  Nation 
.\mong   .Nations. 


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your  heavy  teaching  loads.. 


The  B&H  16mm  sound  film 
projector  preferred 
by  leading  educators 


Motion  pictures  have  proved  repeatedly  their 
power  to  help  teachers  maintain  and  even  raise 
educational  standards  in  spite  of  over-sized 
classes.  Today,  educators  know  that  an  inte- 
grated audio-visual  program  is  second  in  neces- 
sity only  to  capable  teachers,  modem  textbooks, 
and  an  adequate  school  building. 

Leading  educators  know,  too,  that  an  audio- 
visual program  can  be  fully  effective  only  when 
implemented  by  truly  fine  projectors. 

That's  why  Bell  &  Howell  Filmosound  Pro- 
jectors are  so  widely  preferred  Ln  our  nation's 


schools.  Scientifically  designed  and  precision- 
built  by  the  makers  of  the  famous  B&H  profes- 
sional studio  equipment,  Filmosounds  reproduce 
both  picture  and  sound  with  professional  perfec- 
tion. And — so  vital  in  school  service — Filmo- 
soimds  are  simple  and  mistake-proof  in  operation, 
and  easy  to  maintain. 

Write  today  for  interesting  facts  on  today's 
finer-than-ever  Filmosounds.  Bell  &  Howell 
Company,  7184  McCormick  Road,  Chicago  45. 
Branches  in  New  York,  Hollywood,  Washing- 
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2rO(fR  eARTH 


Lighted  Pictures 
In  5  Slidefilms 


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1,114  lighted  pictures  are  now  ready  in  the  new 
Science  Adventures  series.  Later  elementary  and 
junior  high  students  will  find  real  adventure  in  the 
world  of  science  when  it  is  explained  with  the 
aid  of  these  vivid  attention-holding  slidefilms. 
Each  film  is  organized  for  the  teacher's  conven- 
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Please  enter  my  order  for  the  Slideflim  Kit-Set:      (Price  of  single  film,  $4.50.) 


"BASIC  BIRD  STUDY" 

The  Structure  of  Birds Q 

Adaptations  of  Birds Q 

Birds'  Nests □ 

The  Migrations  of  Birds.  '. Q 

How  Birds  Serve  Mon Q 

Helping  the  Birds ...  .  Q 

Home 

Organization 

City  


"OUR  EARTH"   SERIES 

How  We  Think  Our  Earth  Came  to  Be  .  .  . 

Our  Earth  1$  Changing 

How  Rocks  Are  Formed 

The  Story  of  the  Earth  We  Rnd  in  Rocks .  . 

The  Soil C 

Write  for  catalog  of  slideBlmt  and  moving 
pictures  on  other  subjects. 

Position „__„^ 

.Address 


_Zone 


Stote 


"THE  SKY"  SERIES 

A  Multitude  of  Suns O 

Stories  of  the  Constellafions  Q 

The  Sun's  Fomily ■  \\ 

Interesting  Things  about  the  Plonels [] 

Our  Neighbor,  the  Moon Q 

The  Changing  Moon D 

How  We  Learn  about  Hi«  Sky Q 

These  flimt   may  b*  purchased  through   a 
notionwide  dealer  orgonlzattdn. 


Prices  f.o.b.  Detroit — subject  to  change  without  notice. 


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IHIERNAIIDNAl  JOUINAl  OF  AUDIOVISIIAl  EDOCAII 


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ROTHERHOOD   6c   THE  SCREEN 


HOW    TO    CHOOSE    AND     USE    AUDIO-VISUAL   TEACHING    MATERIALS 


"Our  tests  showed 


:-.->» 


Superior 


says  one  of 
gest 
producers* 


A  MAJOR  Hollywood  film  producer  needed  a 
number  of  16mm  sound  film  projectors.  So 
a  corps  of  technicians  was  assigned  to  testing 
five  makes.  The  result?  "B&H  Filmosounds 
are  superior  optically ,  electronically,  and  mechan- 
ically," the  Chief  Projectionist  reported.  Here 
are  some  of  the  findings  he  cited  in  support  of 
that  conclusion: 

1 .  Finest  Pictures.  The  B&H  shutter  results  in  a 
great  deal  less  flicker.  Lens  is  very  sharp 
and  of  high  quality.  Mechanism  appears  to 
be  precision-built. 

2.  Superb  SoundQuality.  Minimum  machine  noise, 
splendid  functioning  of  exciter  supply,  latest 
amplifier  design.  Professional-type  film  gate, 
impedance  drum,  and  associated  mechanism 
ehminate  speed  variation  and  flutter. 


3.  Easy  to  Use.  Controls  are  ideally  located. 
Rewind  is  perfect. 

4.  Easy  to  Service.  Amplifier,  for  example,  can  be 
removed  and  replaced  by  anyone  in  less  than 
five  minutes. 

Not  every  school  can  make  the  thorough  com- 
parative tests  which  assure  wise  sound  fikn  pro- 
jector selection.  But  every  school  can  and  should 
base  its  choice  upon  revealing  tests  made  by 
unbiased  technicians  for  industrial  organiza- 
tions and  school  systems. 

The  B&H  Special  Representative  near  you 
has  the  complete  and  interesting  story.  Bell 
&  Howell  Company,  7184  McCormick  Road, 
Chicago  45.  Branches  in  New  York,  Hollywood, 
Washington,  D.  C,  and  London. 

^Name  on  request. 


e  Largest  Manufacturer  of  Prolessional  Motion  Picturt  j 
Eouipment  for  Hollywood  and  the  World 


fortruly  effective  teaching... 


"SE  SMDEFILMS  PROB»«0  BY 


■     ■     I     ■ 


they're  easy-to-use .. . 
economical . . .  educationally  excellent! 

Here's  a  sure  way  to  improve  your  whole  audio-visual 
program:  Add  these  outstanding  slidefilms  produced  bv 
Encyclopaedia  Britannica  Films  Inc.  Each  series  is  richly 
packed  with  authentic  facts  ...  all  interestingly  and  memo- 
rably presented.  Each  is  based  on  advanced  educational  prin- 
ciples. Each  is  a  superb  teaching  tool. 

Enoclopaedia  Britannica  Slidefilms  are  the  product  of 
18  years'  experience  in  making  famous  EBFilms  for  the  class- 
room. All  the  study,  research  and  technical  skill  that  have 
made  EBFilms  the  leaders  among  classroom  motion  pictures 
have  gone  into  the  preparation  of  these  carefully  selected 
slidefilms.  Write  for  full  details  on  our  free  10-day  approval 
plan  .  .  .  and  see  for  yourself  how  valuable  EB  Slidefilms  are 
both  as  independent  teaching  projects  and  as  effective  review 
work  with  EBFilms. 


EB  SLIDEFILMS  COME  IN 
ATTIUCTIVE,  CONVENIENT  CONTAINERS 

Each  EB  Slide61m  Series  is  packed 
in  a  book-typ«e  coacainer  .  legibly 
labelled  for  filing.  Resume  of  the 
content  of  each  slidefilm  is  on  the 
inside  cover,  and  spare  holes  are 
provided  for  additional  slidefilms. 


ijDj 


THE  HUMAN  BODY-This unique 
Slidefilm  Series  is  based  on 
widely  used  EBFilms  covering  the 
sarae  fields  and  utilizes  the  ex- 
ceptional advantages  of  the  slide- 
film  technique  to  teach  these  sub- 
jects: The  Heart  and  Circula- 
tion: Digestion  of  Foods:  Foods 
and  Nutrition:  The  Eyes  and 
Their  Care:  The  Teeth:  Care  of 
the  Feet;  Body  Defenses  against 
Disease:     Reproduction     among 


ANIMAL  FRIENDS-Chjrmint: 
and  instructive  presentations  of 
fimiliar  animals  .  .  .  universally 
popular  as  EBFilms  .  .  .  now 
available  in  this  EB  Slidefilm  Sc- 
ries. S  separate  Slidefilms:  Tbc 
Horse:  Gray  Squirrel:  Three  Lit- 
tle Kittens:  Shep  —The  Farm  Dog: 
Biac  k  Bear  Twins :  Elephants ; 
Coats:  Common  Anirnals  of  the 
Woods. 


lifll 


Jodi  pays  Miss  Allen  a  dollar  bill 

Jone  poyi  90  pennies 

Who  pays  more.  Joel  or  Jonc' 


USING  NUMBERS -A  .  :,,:.-:.  r,cw  approach  to  the 
teaching  of  arnhmenc.  Introduces  the  use  of  and  creates 
an  understanding  of  numbers  in  a  way  that  makes  learn- 
ing fun.  Series  includes  ihc  following  individual  slide- 
films:  Counting  to  5:  Counting  to  10:  Reading  Sumbers 
to  10:  Vriiing  Sumbers  to  10;  Counting  by  lO's  to  30: 
Counting  by  lO's  to  50:  Counting  by  lO's  to  80:  Conning 
by  lO's  to  iOO:  Counting  from  JO  to  15:  Counting  from 
15  to  20:  Counting  from  20  to  40:  Counting  from  40  to 
100:  Reading  Sumbers  to  50:  Reading  Sumbers  to  100: 
V^orking  utth  Sumbers  to  100:  Writing  Sumbers  to  100. 


REGIONAL  GEOGRAPHY  OF  THE  U.  S.- Geography  of 
the  LniteJ  States  presented  interestingly  and  undersund- 
ably  in  easy-to-use  slidefilms.  Also  idiealYor  use  tn  the 
study  of  American  history,  economics,  problems  of  de- 
mocracy, agriculture.  English  and  social  studies.  Series  in- 
cludes: The  Sorthcaitern  States :T he  Southeastern  States; 
The  Middle  States:  The  Southuestern  States;  The  Sortb- 
fi  extern  Stjic:  The  far  Water^n  Staler. 


CHILDREN  OF  MANY  LANDS  -  Each  of  these  eight  EB 
Slidtiilms  presents  the  daily  lives  of  interesting  children 
.  .  .  dramatically  and  authentically.  The  whole  series  suc- 
cessfully promotes  the  same  broad  understanding  achieved 
in  the  16mm.  sound  motion  pictures  from  which  they 
were  so  skillfully  adapted.  Series  includes:  Mexican  Chil- 
dren; Colonial  Children;  French-Canadian  Children; 
Eskimo  Children;  Natajo  Children:  Children  of  Hol- 
land; Children  of  Sustzerland;  Children  of  China. 


ENCYCLOPAEDIA  BRITANNICA  FILMS  INC. 

20    NORTH  WACKER    DRIVE        •        CHICAGO    6,   ILLINOIS 


THE  GREAT  NEW  FILM  ON  THE 

MOST  VITAL  SUBJECT  IN  THE 

WORLD  TODAY... FOOD! 


A  Paul   Rotha  Film 

Produced  By 
Films  of  Foci  Ltd. 


Written  By 

A.  Colder-Morsholl 

RCA   Sound 


(Succesior  Film  to  THE  WORLD  Of  PLCNTY) 

The  Real  Story  of  The  World  Food 
Situation  Today,  and  THE  UNITED 
NATIONS  LONG  RANGE  PLAN 

Produced  with  the  cooperotion  of  AustroMo,  Canada, 
India,  Greet  Britain,  The  Netherlonds,  South  Africa, 
The  U.S.S.R.,  and  the   U.S.A. 

Animofions  by  Diagram  Films  Ltd. 
Maps  and  Charts  by  Isotypes  trntiiute 

THE  WORLD  IS  RICH  is  o  clear  presentation  of  the  bosic 
facts.  The  world  food  shortage  is  due  not  only  to  the  Wor; 
there  hos  never  been  enough  food  to  feed  the  people  of 
the  world  properly.  The  U.N.  measures  formulated  in  the 
Food  and  Agriculture  Organizotions  ore  dramatized,  and 
the  plan  drawn  up  by  the  F.A.O.  for  the  permanent 
improvement  of  farming  throughout  the  world  are  de- 
scribed. Diagrams  explain  the  trade  relationships  be- 
tween   surplus    producers    and    food    importing    countries. 

THE  WORLD  IS  RICH  osks:  The  suffering  victims  of  the 
Atom  Bomb  ends  one  World  War,  but  what  about  the 
suffering,  poverty  and  hunger  which  may  start  another 
one?  The  film  answers:  An  assured  world  food  supply  is 
the  only  basis  for  world   peoce. 

Preview  Prints  Available  at  75  Nationwide 
Service  Points.  Order  Your  Copy  Now? 

43  MIN.     1 6mm  SOUNDFILM     Sale  Price  $1 00.00 

Released   in  the  U.S.A.  by  FILM  ALLIANCE   OF 
AMERICA  Inc.  for  the  British  Informotion  Service 


Dijtribofed  Throug 


he  Foci/ilies  Ol 


1600    BROADWAY 
NEW  YORK  19,  N.  Y.         CIrde  6-4863 


SEE  &  HEAR  OBSERVES 
BROTHERHOOD  WEEK 

A  Message  From  President  Trutnan 

UA  S  NEVER  BEFORE  the  world  needs  biother- 
htM)d.  The  family  of  nation.s  must  practice 
brotherhood  now  if  it  is  to  have  peace  in  the 
future.  Pacts  and  treaties  must  be  firmly  grounded 
in  the  willingness  of  nations  to  grant  to  other  nations 
every  right  and  dignity  they  claim  for  themselves— 
which  is  the  essence  of  brotherhood.  The  attainment 
of  |)eace  is  thus  an  achievement  of  the  human  spirit. 

".Similarly,  national  unity  and  strength  de}>end 
upon  the  willingness  of  men  of  all  creeds,  races,  and 
national  origins  in  America  to  respect  one  another's 
rights  and  to  cooperate  as  citizens  in  all  areas  of  com- 
mon conviction,  concern,  and  responsibility.  Mutual 
undeistandiiig  and  impartial  justice  among  Protestants, 
Ciatholics,  and  Jews  are  essential  to  the  perpetuation 
of  oin-  tiation's  influence  and  well-being.  Intolerance 
is  a  cancer  in  the  bodv  politic.  ^Ve  must  maintain 
respect  for  the  rights  of  every  individual,  inherent  in 
his  relation  to  God."* 

Convinced  of  the  truths  which  have  been  uttered 
bv  the  President  of  the  United  States,  SEE  &  HE.\R 
has  again  sought  and  received  the  cooperation  of  able 
teachers,  administrators  and  supervisors  everywhere 
in  the  United  States,  in  attempting  to  bring  together 
in  one  consolidated  form  the  best  thinking  on  the 
question:  "What  new  materials  of  instruction— what 
methods  and  techniques— are  available  today  to  think- 
ing teachers  everywhere  through  which  they  can  ap- 
proach this  most  important  problem  of  creating 
socially  acceptable  thinking  among  the  young  children 
under  their  direction"? 

.\gain.  as  last  year,  SEE  &:  HEAR  brings  together 
lists  of  audio-visual  materials  of  instruction  and  ex- 
amples of  teaching  techniques  through  which  these 
materials  may  be  made  meaningful  to  young  learners. 
It  is  in  the  spirit  of  constructive  leadership  that  the 
Editors  present,  to  thousands  of  school  teachers  in 
the  United  States,  the  current  compendium  of  materi- 
als relating  to  greater  opportunities  for  understanding 
whai  true  brotherhood,  what  true  intergioup  and 
intercultural   relationships  stand   for  and  mean. 


•  From  a  letter  written  by  President  Truitian  to  Dr.  Everett  R.  Clinchy. 
National  Conference  of  Christians  and  lews,  stating  the  former's  ac- 
ctplanre    as    honorarv    diairman    of    National    Brotherhood    Week.    February 

2-22V.    IMS. 


SEE    AND     HEAR 


U.  S.  Olympic 
Association 


Amoteur  Athletk 
Union 


Help  your 
TRACK  and  FIELD  TEAM  WIN 

with  the  Greatest 
Sports  Training  Series  Ever  Filmed! 

12  Reels  of  Brand  New  16  mm  Sound  Films  Produced  in  Collab- 
oration with  the  U.S.  Olympic  Association  and  the  A.A.U. 

Here,  for  the  first  time,  is  a  truly  comprehensive  series  of  coaching  films.  Over  a  year 
in  the  making.  Every  bit  of  photography  is  new  and  especially  shot  for  these  produc- 
tions. More  than  forty  ranking  athletes,  all  of  Olympic  calibre,  from  coast  to  coa.st, 
participated  by  specific  arrangement  w  ith  the  A..\.U. — under  the  personal  supervision 
of  Dan  Ferris. 

Backed  by  extensive  research  into  coaching  methods,  the  films  carefully  show 
athletes  of  various  ability  and  build — lo  make  the  lessons  as  widely  applicable  as 
possible.  Where  several  accepted  styles  exist,  each  is  shown,  and  the  reasons  for 
preference  under  stipulated  conditions  are  made  clear.  The  series  is  of  tremendous 
value  to  those  taking  or  giving  track  training,  and.  because  of  its  engrossing  method 
of  presentation,  has  great  general  audience  interest  as  well. 

Each  of  the  12  reels  is  S45.  The  cost  of  the  entire  series,  if  purchased  at  one 
time,  is  S475. 


United  Worid  Films.  IrK.,  445  Pork  Avenue,  New  York  22,N.Y. 
Pleose  send  me  the  following  films: 


SEE  YOUR   UNITED  WORLD   DEALER   OR 
SEND  THIS   HANDY  ORDER  FORM  TODAY! 


IlllE 

v" 

•■THE  SPRINTS"  (2  rteb) 

•THE  HORDIES" 

"Plllf  VAir" 

"THE  HBH  JUir 

"THE  lAVElJN" 

"THE  DISTANCES" 

IIIK 

^ 

"THE  SHOT-PUT" 

"THE  DSCUS" 

"THE  REUyS" 

"THE  BROAD  lUMr 

"THE  MIDDLE 
DISTANCES" 

Diitrihuton  for 

Universal-lnlernational  and  J.  Arthur  Rank 

/ncorporafmg 

E«U   4   Howell   Filmosound   Library   A   Castle   Films 

445  Park  Avenue    •    New  York  22,  N.  Y. 


Remittance  enclosed  n 


Noni«_ 


Ship  COD.  D 

■  Position 


Addrn, 

City 


-Stole 


1  om  interested  in  tt>e  following  film  cotologues; 
Educational  D  Recreational  O  Religious  D         S-2 


FEBRUARY     •      1948 


COMMANDS 
CLASSROOM 
ATTENTION  ^ 


SILTRONIC'S 
PORTABLE 
PUBLIC  ADDRESS 
SYSTEM 


Nothing  to 
Pluc  in  .  .  . 
Nothing  to 
Connect  .  . . 
Jutt  Pick  up 
th«  Mike  and 
StartTalking 


NO  WIRES  TO  CONNECT 

Offering  perfect  amplification  for 
auditoriums,  clofiroom*  or  group 
training.  Juit  the  thing  for  athletic 
Instruction  and  coaching.  Weighs 
only  12  lbs.  complete  with  batteries. 
Con  be  used  indoors  or  outdoors. 
The  Siltronic  Company,  Point  BIdg.,  Pgh.,  Pa. 


Auditorium  Programs 


New  Process  Preserves  Flat  Pictures 


Athletics 


Dealer 

Inquiries 

Solicited 

Only  $75.10  complete  with  batter- 
ies.   $78.10    West   of   the    Rockies. 

Emergencies    •    Crowd  Control    .    School  Siiows 

The  Siltronic  Co. 

Point  Building,  Pgh.,  Pa.,  Dept.  S 

Without   obligation   send    me    literature   describing 
your  amazing,  new  portable  public   addiess  system. 

Name  


Address 
City 


.  State 


PICTURES    and   printed   mate- 
rials   that    won't    easily     tear, 
bend,  or  become  dog-eared,  dir- 
ty or  marred. 

Rare  prints  that  can  be  passed 
around  for  class  inspection  or  hunt; 
in  reach  of  incjiiiring  fingers. 

Flat  pressed  samples  that  can  be 
pre.served  in  their  original  color 
and  appearance. 

Charts  and  blueprints  that  can  be 
cleaned  after  smudging  in  workshop 
or  laboratory. 

These  are  some  of  the  advantages 
made  possible  by  the  plastic  lamina- 
tion of  visual  materials  for  school 
use. 

The  .\udio-Visual  Department  of 
the  Los  Angeles  City  Schools  has 
been  one  of  the  pioneers  in  the  edu- 
cational uses  of  lamination.  They 
have  some  laminated  prints  which 
have  been  in  circulation  for  five 
years  without  replacement  or  repair. 

According  to  Mrs.  Margaret  Diviz- 
ia,  acting  head  of  the  Department, 
they  have  found  that  lamination  can 
more  than  pay  for  itself  in  the  re- 
duction of  replacement  and  mainte- 
nance costs. 

Lamination  consists  of  placing  the 
flat  object  between  two  transparent 
siieets  of  plastic  material,  and  bv  the 
application  of  heat  and  pressure, 
sealing  the  edges  of  the  plastic 
around  the  ])rint  and  firmly  sticking 
the  plastic  to  the  siufaces  of  the 
material. 

Formerly  lamination  required 
thicker  sheets  of  plastic  on  each  side 
tiian  the  material  to  be  laminated, 
resulting  in  a  bulky  product.  Recent 
developments  have  made  it  possible 
to  reduce  the  bulk  of  the  plastic  and 
Mill  letain  effecti\e  edge  sealing  and 
surface  adhesion. 

Some  methods  of  laminating  have 

The  illustratiiin  on  Paiies  20-21    b\  court- 


been  developed  to  the  point  where 
much  lower  heat  and  pressure  need 
to  be  applied,  thus  eliminating  the 
danger  of  ruining  prints,  and  mak- 
ing it  possible  to  laminate  color 
prints,  Kodachrome  slides,  pressed 
tiowers  and  othei  materials  that 
high  heat  and  prcssiue  formerly 
destroyed. 

Laminating  is  done  by  special 
machines  with  controlled  tempera- 
ture and  pressures.  Necessarv  plas- 
tic materials  are  usually  available 
through  the  com])anv  handling  the 
machine. 

.Almost  an\  kind  of  portrait,  mat 
or  special  surface  is  now  possible  in 
laminated  form.  .And  with  thermo- 
plastic material  the  surface  can  be 
refinished  when  it  becomes  marred 
or  scratched. 

-A  school  system  can  either  buv  a 
laminating  machine  or  have  the 
work  done  by  a  machine  owner  in 
the  vicinity.  For  any  extensive  use 
of  laminating  a  machine  is  less  ex- 
pensive. 

Cost  of  laminating  varies  greatly, 
depending  on  the  type  and  gauge  of 
plastic  used.  Material  for  laminat- 
ing an  8  by  10  print  could  run  from 
10  cents  to  75  cents. 

.Alter  experimenting  with  \arious 
processes  and  machines  for  a  num- 
ber of  years  the  Los  Angeles  school 
s\stem  has  placed  an  order  for  a 
laminating  machine  with  the  Glass- 
oloid  Corporation. 

Full  information  on  the  Glassa- 
loitl  lamination  process,  cost  of  serv- 
ice to  \isual  libiaries  and  dealers  as 
well  as  technical  data  can  be  ob- 
tained through  tin-  Reader  Service 
Bureau,  Stt:  !i;  Hkar.  812  N.  Dear- 
born St.,  Chicago  10.  Illinois. 

■JV   of  "Tlic  Lamp"  of  Standard  Oil  Co. 


PUBLISHED  AT  812  N.  DEARBORN  STREET  -  CHICAGO  10,  ILL. 

Earl  M.  Hale,  President  O.  H.  Coelln,  Jr.,  Publisher 

Walter  .A.  Wittich,  Editor  John  Guy  Fowlkes,  Editor 

William  Ball,  Art  Director 

New  York  Office:  Los  Angeles  Office: 

.501  West  113th  Street,  3418  Gardenside  Lane, 

Robert  Seymour,  Jr.,  Eastern  Mgr.  Edmund  Kerr,  Western  Mgr. 

Iwiic  fi  of  Volume  ."!,  pulilisluil  Fclinian',  1948  at  812  X  Dearborn  St..  Chicago  10.  bv  .\udio. Visual 
Publitations.  Inc.  Trade  Mark  Registered  V.  S.  Talent  Office.  Kntire  Contents  C:opvriEht  1948.  Inter- 
national Rights  Reser\ctl.  .\|)|)Ii(atif>n  for  second  class  matter  pending  at  the  Tost  Oltice.  Chicago, 
Illinois.     By   subscription    S:l.()(i   i)er   school    >ear;    foreign    $4.l)U.    Address    all    itniiiiries   to   Chicago    office. 


SEE     AND     HEAR 


I!!i!l!llitiil!llliili||!i|l 


1^1 


the  mm  »*"• 


Precision  Projectors 
of  professional  quality 


u 


l!lillllll!l!llii: 


1*1 


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I^^illl''^ 

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^"^ 

^^ 

V 

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« 

J^ 

S>      Ampro 

J^mmm 

P 

1     "Imperial" 
*     16mm.  Silent 
Proiettor 

The  name  "AMPRO"  on  any  projector  is  your  assurance 
of  efficient  operation  .  .  .  simplified,  convenient  controls 
.  .  .  rugged  construction  .  .  .  and  long,  satisfactory  service. 

Proof  of  this  is  in  the  remarkable  performance  record 
established  by  Ampro  projectors  during  the  past  two 
decades  in  leading  school  systems,  universities,  top  in- 
dustrial concerns,  churches,  many  branches  of  government 
service  and  in  private  homes  all  over  the  world. 

The  Ampro  organization  has  the  production  and  en- 
gineering facilities  plus  the  practical  experience  to  make 
some  of  the  world's  finest  precision  projectors.  Before 
deciding  on  anv  projector— for  any  purpose— be  sure  to 
find  out  what  Ampro  has  to  offer  you. 

THE  AMPRO  CORPORATION  •  283S  N.  Weitern  Ave.,  Chicago  18,  III. 

In  Canada:  Telophoto  lndvslrl««  Limited.  1195  Boy  Slical.  Tafonfa 

A  Ge"*rol    Prf^ci,'On   EauiP"^'"*  CofporaftO"   SubiJdtO'v 


Send  for  Circular 

...on  Ampro  models  in  which  >ou 
are  interested.  Also  send  10c  ft>r 
l6-paKe  booklet,  "The  Ama2ing 
Stor>'  of  Sound  .Motion  Pictures." 
It  dramaticallv  illustrates  the  var- 
ious steps  in  the  recording  and 
reproducing  of  sound  on  film. 
Of  special  interest  to  students, 
teachers,  sales  executives,  librari- 
ins.   iii'l    I^nim.  movie  fans. 


I  MiMlel  "U"  16  m 
HtCti  NrtMtHy  lUtC  Prei«ct«r 


AjDpr«slide2'  i  2 

Projector 

•todd  "3»-A" 

■  Trade  Mork  Reg.  U.  S.  Pat.  Off. 


Amproslidc  Ooal 
Purpose  Protector 
Motfd  "30-0"        : 


F  E  B  R  I    A  R  ^      •      19  4  8 


THE  EDITORIAL  ADVISORY  BOARD    OF   SEE   S;   HEAR    MAGAZINE 


R<)(,iK  Albright.  Motion  Picture  Association 

Lester  Anderson,  University  of  Minnesota 

V.  C.  Arnspicer,  Encyclopaedia  Britunntra  Films,  Inc. 

Lester  F.  Beck,  University  of  Oregon 

Esther  Berg,  New  York  City  Public  Schools 

C:amii.i.a  Best,  Xew  Orleans  Public  Schools 

lio'iUK  E.  Brooker.  r.S.  Office  of  Education 

|\MKs  \V.  Brown.  S\racuse  University 

Roll!  RT  H.  BiiRGERi .  San  Diego  City  Schools 

Miss  J.   Margaret  Carter.  National  Film   Board 

Lee  VV.  Cochran.   University  of  Iowa 

SiFi'HEN   NL  CoRE^,  University  of  Chicago 

(..  R.  Crakes,  Educational  Consultant,  DeJ'ry  Corp. 

Amo  DeBernardis.  Portland  Public  Schools 

Dean   E.  Douglass.  FUiucational  Dept.,  RCA 

Henry  Durr.  Virginia  State  Department  of  Education 

(;len  G.  Eve.  University  of  ]\'isconsin 

W.  G.  Gnaeuingkr.  State  College  of  Washington 

Leslie  Frye.  Cleveland  Public  Schools 

Lovvm.  I'.  (.ooDRii  II,  Sul>t.,  Milwaukee  Schools 

William   .\L  Gregory,   Western   Reserve  University 

(OHN  L.  Hamilton.  Film  Officer,  British  Information  Seivice 

O.  A.  Hankammkr.  Kansas  State  Teachers  College 

W  .  H.  Hartley.   Townson  State  Teachers  College,  Maryland 

|<)iiN   R.  Hhk.es.  I'niversity  of  loxea 

\IK(.1L  E.  Hlrrick,  University  of  Chicago 


Hi\k^    H.  Hill.  President,  George  Peabody  College 

Chari  F.s  HoFF.  University  of  Omaha 

Walter  E.  Johnson,  Society  for  Visual  Education,  Inc. 

Waxda  Wheeler  Johnston,  Knoxi'ille  Public  Schools 

Herold  L.  Kooser,  Iowa  State  College 

Abraham  Krasker,  Boston  University 

L.  C.  Larson.  Indiana  Unii'ersity 

Gordon   N.  NTacKenzie.  Teachers  College,  Columbia   Univ. 

Harold  B.  MiCartv,  Dirfr/or  ]\'HA,  University  of  Wisconsin 

Bfri    McClelland.   Victor  Aninuitograph    Corfioration 

Charles   P.   McInnis,  Columbia    (5.C.)    Public  Schools 

Chxrifs   I".    MiLNKR.  University  of  North   Carolina 

F.RMM    \.   Nkisfn.   The  Ampro  Corporation 

Eli/\blih  Goi  dv   Noel.  Radio   Consultant,  California 

Francis  Noel,  California  Slate  Department  of  Education 

Herbert   Olander.   University  of  Pittsburgh 

Bo^  D  B.  Rakestraw.   University  of  California,  Berkeley 

C.  R.  Rf\(.\n,  Film  Council  of  America 

Don   C  Rogers.  Chicago  Public  Schools 

\\ .    I.    Rowland.  Lexington,  Kentucky,  Public  Sihonh 

E.   E.  Sf<hriisi.  Hirniingham  Public  Schools 

H  vrold  Si'EARS.   San  Francisco  Public  Schools 

Arthur  Stenius,  Detroit  Public  Schools 

Iiiiv    Ir(>ii\(.ir.   University   of   Colorado 

I' VI  I    \Si\i)i,   Iniversity   of  Minnesota 


A  PRIZE  WINNING  FILM* Is  ff  Being  Shown  In  YOUR  COMMUNITY? 

BREAD  and  WINE 

Dealing  with  Italian  agriculture  and  the  "messadria"  system  of  Italian  farming, 
BREAD  AND  WINE  shows  the  harvest  of  grapes,  the  cultivation  of  crops,  the 
making  of  bread,  the  routine  life  of  the  farmers  and  their  proprietor,  and  an  eve- 
ning meal.  Like  other  JULIEN  BRYAN  PRODUCTIONS,  it  stresses  people  and 
furnishes  an  excellent  background  for  the  study  of  the  economic  and  social  struc- 
ture of  modern  Italy.  Order  from  your  Film  Rental  Library  or  Visual  Education 
Dealer. 

'One  of  I.F.F.'s  five  prize  winners  at  the  Chicago  Film  Festival. 

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MAKE    fULL    US€     Of    YOUR 


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GROUP    INSTRUCTION 


Of  course,  it  gives  you  the  finest 
obtainable   projection  of 

STANDARD    Lantern    Slides 

Have  you  seen  the  latest  additions 
to  Keystone's  vast  library  of  edu- 
cational slides?  Some  of  these  new 
units  will  make  your  work  more 
effective  — and  easier. 


Many  instructors  realize  the  possi- 
bilities of 

HANDMADE    Lantern    Slides 

not  only  for  the  presentation  of 
special  subjects,  but  for  obtaining 
enthusiastic  group  participation. 


You  can  sometimes  make  a  worth- 
while cut  in  the  cost  of  lantern 
slides,  by  using 

QUADRUPLE  Slides 

—  with  four  exposures,  which  are 
screened  singly  by  means  of  a 
quarter-size  mask. 


Place    a    Flashmeter    on 
your  Overhead  Projector,  and 
you  have  a 

TACHISTOSCOPE 

— of  thoroughly  proven  value  for 
efficient  training  in  spelling,  read- 
ing, recognition  and  general  visual 
skills. 


By  means  of  an  inexpensive  adap. 
ter,  you  can  show 

2-INCH    Slides 

— with  the  clear,  inexpensive  day- 
light projection  made  possible  only 
by  a  750  or  1000-watt  lamp. 


You  can  also  buy  an  attachment 
for  showing 

STRIP    FILM 

— and  here  again,  have  the  advan- 
tage of  the  Keystone  Overhead 
Projector's    powerful    illumination. 


o 


An  adapter  is  also  available  for 

MICROSCOPIC    Slides  ^ 

SUPPLEMENTARY    LENS   —and  with  the  microscopic 

.slides  (as  well  as  with  two- 
inch  slides  and  strip  film)  you  can  use  the  five-diopter 
supplementary  lens,  shown  at  left,  which  enlarges  the 
projection  two  dimensions  each  way. 


lAJrite  for  K^ircuic 


KEYSTONE    VIEW    COMPANY   •   meadville,  pa, 

SINCE    I89i —    PRODUCERS    OF    SUPERIOR    VISUAL    AIDS 


F  E  B  R  U  .\  R  V 


19  4  8 


Coronet 


INSTRUCTIONAL    FILMS 


^^^is^enii^ 


5  New  Basic 
Teaching  Films 


NATURAL  SCIENCE 


Mammals  of  the  Counlryside 


BUSINESS  EDUCATION 


Each  of  these  new  16  mm.  sound- 
motion  films  is  one  reel  in  length, 
and  may  be  purchased  in  full  color 
for  $90,  or  in  black  and  white  for 
only  $45.  They  ore  also  available 
at  nominal  rotes  through  leading 
film-lending  libraries. 


Raody  to  Typ* 


SOCIAL  STUDIES 


Building  Typing  Skill 


Powers  of  Congress 


We'll  be  glad  to  send  you  a 
complete  catalog,  or  further 
information  on  Purchase,  Lease''- 
Purchase,  or  Rental  Sources. 


Jack's  Vitil  to  Costa  Rica 


Coronet 


INSTRUCTIONAl 
FILMS 


CORONET  BUILDING  •  CHICAGO  I, ILLINOIS 


Gilbert  Chase  Appointed  by  RCA 
for  Educational  Record  Suniey 
♦  RC:A  Victor  Di\  isioii  ot  the  Radio 
Ciorporation  of  A  in  erica  has  ap- 
poiiiicd  the  noted  musicologist,  Gil- 
liert  Chase,  to  survey  the  entire  field 
of  educational  recordings.  In  this 
activity  Mr.  Chase  will  confer  wiih 
educational  groups  and  institutions 
throughout  the  country  and  discuss 
their  needs  in  such  fields  as  pui)lic 
relations,  p  o  e  t  r  y  .  languages,  and 
music,  looking  towards  RCA  Victor's 
ex-pansion  in  the  educational  record- 
ing and  iranscTiption  field. 


March  of  Time  Fontni  Editions 
Noiv  Available  on   Sale  Basis 

♦  l're\iously  a\ailable  onlv  on  a 
three-year  rental  basis.  March  of 
Time  "Forum  Edition"  Uinim  prints 
are  now  a\ailal)Ie  for  outright  sale. 
The  new  policy  prices  these  prints, 
which  average  16-minutes  rinniing 
time,  at  $55  per  print. 

Edited  especially  for  school,  col- 
lege, and  discussion  group  use.  the 
MC)  r  Forum  Editions  now  inimber 
35  subjects.  On  March  1  of  this  year, 
five  new  subjects  will  be  released 
in  the  Forum  Edition  series. 


NEW     M.ATERIALS 

SOUND    MOTION    PICTURES 

Amos— 16mm  sound  20  min  hlm- 
strip  (35  frames)  :  Rental,  S6.00. 
Cathedral  Films,  Inc.,  1970  Cahuen- 
ga  Bhd.,  Hollywood  28,  Calif. 

•  Amos,  the  Shepherd  of  Tekoe,  ap- 
peared during  the  reign  of  Jeroboam 
II,  denouncing  the  exploitation  and 
ensla\cnient  of  the  poor  and  proph- 
esying the  death  of  the  King.  The 
film  attempts  to  show  the  social  evils 
that  prevailed  and  how  .-Vmos  dared 
to  oppose  them.  Emphasizing  the 
social,  political  and  religious  back- 
groinid  of  this  Old  Testament  story. 
The  Longshoreman  —  (11  min.) 
Souiul,  Color.  ,S().").00.  Frith  Films. 

lulermed,  Jr  HS;  Social  Studies, 
C)i(  iipations.  Transportation. 

•  An  indi\idual  study  of  .-M  Huber, 
a  k)iigshorenian,  the  film  considers 
the  man  himself  and  some  of  his 
background,  the  work  he  does  and 
the  \\d\  he  lives:  and  includes  im- 
poriaiu  scqueiKcs  dealing  with  har- 
bor activities,  transportation,  a  n  d 
commerce.  .Stressing  as  it  does  the 
hinnan  aspects  of  the  jobs  involved 
in  shipping,  it  is  useful  not  only  in 
\ocational  guidance  classes,  but  also 
in  social  studies  to  introduce  a  pre- 
liminar)  study  of  labor  union-em- 
|jloyer  relationships  and  working 
conditions. 

Patty  Learns  to  Stop,  Look,  and 
Listen  —  (16  min.)  .Sound,  Color, 
,|95.00.  Frith  Films. 

Prinujry,    1  n  t  r  r  ni  e  d  .  ;    Safety, 

Health,  I'irst  Aid. 

•  Featuring  Patty  Garman,  already 
well  known  to  many  school  children 
through  her  roles  in  the  Frith  "Lit- 
tle Helper"  series,  the  story  is  a  re- 
enactment  of  a  real  accident  that 
hap]jened  to  Patty  when  she  ran  out 
on  a  highway  and  was  hit  by  a  car. 
The  accident  is  followed  through 
its  various  phases:  initial  shock,  first 
aid,  hospitali/aiion,  home  treatment, 
and  final  recovery.  Se\eral  impor- 
tant points  are  made  including  the 
value  of  a  family  attitude  of  love 
and  care,  particularly  that  of  Pattv's 
older  brother  Bill,  who  learns  about 
responsibility  during  his  little  sister's 
recovery.  The  consequences  of  care- 
lessness are  stressed  throughout  the 
entire  production. 

"brotherhood  wf.kk"  materials  are 
listed  on  paces  17-20  of  this  issue 


SEE     .\ND     HEAR 


N  E  \S     MATERIALS 


SILENT    FlLM^TRIPi 

Cotton  Industrv-  Series   (2  filinstrips 
— approx    jO    frames   each)     B&W 
52.00  strip:    S4.00  series.    S\E. 
Intermed.,  ]r  Sr  HS:  Social  Stud- 
ies, Industrial  Geography. 

•  Produced  with  the  cooperation  of 
the  National  Cotton  Council  of 
America,  the  series  chronologicallv 
prcNcius  th-  steps  in  the  develop- 
ment of  finished  cotton  products. 
The  first  strip.  Cotton— From  Field 
to  Mill,  shows  the  important  aspects 
of  the  cultivation  of  the  plant  from 
the  time  the  seed  is  planted  until  the 
cotton  bales  arrive  at  the  mill:  and 
stresses  the  increasing  mechanization 
of  the  entire  process.  The  second. 
Cotton— From  Mill  to  Finished  Prod- 
uct, illustrates  the  procedures  in 
transforming  the  raw  fibers  into  fin- 
ished cloth  for  clothes,  etc.;  includ- 
ing such  manufacturing  operations 
as  picking,  carding,  roving,  spinning, 
warping,  weaving,  bleaching,  sanfor- 
i/ing.  dveing.  and  printing. 
Elements  of  .\rt  Series  —  (8  Film- 
strips)   Apply  for  Price.  Jam  Handy. 

Intermed,  Jr  HS:  Art,  Art  appre- 
ciation.    (Typical   scene    below.) 

•  .\  series  of  eight  discussional  slide- 
tilms.  produced  by  Curriculum 
Films,  and  exclusively  distributed  by 
the  jam  Handy  Organization.  The 
piupose  of  the  series  is,  according  to 
the  producer,  "not  to  teach  students 
to  be  artists,  but  rather  to  teach 
them  to  express  themselves  through 
drawings  and  painting."  Each  strip 
introduces  an  important  element  of 
art,  and  each  can  be  used  by  the 
teacher  to  initiate  interesting  activi- 
ties in  the  application  of  these  ele- 
ments. Individual  titles:  1)  Lines; 
2)  Shapes:  3)  More  Shapes:  4)  Solid 
Shapes:  5)  Color;  6)  Using  Color: 
7)  Proportion;  and  8)  Painting  a 
Picture. 

(CONTINl   ED    ON     PAGK    33:      COL.    2) 


91%  OF  ALL  STILL  j 

PROJECTORS  IN  SCHOOLS 
AND  CHURCHES  ARE  * 


fRtt 


oH 


In  the  nation's  schools  and  churches,  wfifre  the 
iine.st  possible  projection  is  vital  to  the  effec- 
tiveness of  visual  instruction.  S.\  .E.  projectors 
are  preferred  over  all  others.  S.^  .K.  projectors 
are  unsurpassed  for  their  efficiency,  depend- 
ability, sturdiness.  and  ease  of  operation.  There 
is  no  optical  svstem  more  efficient  than  the 
S.V.E. 

MODE  L  DD  . . .  1 50-\val  t  t  ri  -  pur|io->' 
[ir.ijr.  tnr.  y  focal  length  coated 
.\nasti^niat  projt>clion  (F:3.5)  len.-;. 
Stiows  all  three;  2'  x  2'  slides,  single- 
and  double-frame  tijmstrips.  Simple 
adjustment  for  double-  to  sinsle- 
franie  . .  .  easy  change-over  from  film- 
■itrips  to  slides  and  vice  versa.  Semi- 
automatic vertical  slide  changer. 
Leatherette  carrying  case. 

MODEL  AAA...300->vatt 
tri-piir[>'>se  projector.  5' 
focal  length  coated  \nas- 
tigmat  projection  (F;3.3) 
lens.  Shows  all  three: 
2'  X  2'  slides,  single-  and 
double-frame  fiUnstrips. 
Same  features  as  DD.  but 
larger,  more  powerful. 

LARGEST  LIBRARY  OF   ITS   KIND   IN  THE  WORLD 

The  .S.  \.  K.  library  contains  more  than  1.500  .3.5mm. 
filmslrips  and  20.000  niiniature  (2'  x  2*)  slides.  AVtr  teach- 
ingnids:  Kodachrome  Visualized  Units,  each  consisting  of 
ten  or  more  2'  x  2'  slides  organized  according  to  curricu- 
lum units.  «ith  instructional  guide.  Correlated  lilmslrips 
.  .  .  lilmslrips  correlated  with  specific  textbook  series. 

Write  today  for  new  S.V.E.  catalogs,  containing  full 
descriptive  information  on  projectors,  filmstrips.  2'  x  2' 
slides,  and  Visualized  Units.  Indicate  catalogs  desire<l. 
.\lso.  ask  about  correlated  filmstrips  and  free  sponsored 
filmslrips. 

\ddress  Dept.    F\:-" 


INC 


SOCIETY    FOR   VISUAL    EDUCATION,   INC 

^  BulimuU  Cvipotaliott 
100  EAST  OHIO  SntEET  CMCACO  II.  UINOIS 


F  E  B  R  U  .\  R  V     •      19  4  8 


16mm.  SOUND  PROJECTOR 
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The  New  Under  31  Ib.'Bantatn" at  $325 
Gives  You  BIG  Projector  Features  Plus 
Many  New  Exclusive  DeVry  Refinements 

♦  Brilliant,  Flickerless  Pictures 

♦  Amazingly  Life-like  Sound 
*2000  ft.  Film  Copacity 

♦  750-1000  WaU  Illumination 

♦  light  Out-Put  Exceeds  200  Lumens 

♦  Sound  and  Silent  Projection 

♦  Fast  Motor-Driven  Rewinding 

♦  Coated  Projection  Lens 

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♦  Automotic  Loop  Setter 

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♦  Instant,  Positive  Tilting 

♦  Precision  Built  of  Quality  Materials 

♦  Absolute  Film  Protection 

♦  Motor  Driven  Forced-Air  Cooling 

♦  Operation  on  Either  AC  or  DC 


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OlVai  CORPORATION 

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I    Pl»ai«  give  ui  full  particular*  an  tha  naw  DEViT"bafitam" 


Sports  Film  Guide  Lists  Over  800  Subjects! 

■^   Here  i.s  the  first   all-inclusive  list-  also  indexed  and  addresses  provided. 

ini{    of    atlileiir,    physical    education  Prepared  by   the   Editors  of   BUSI- 

and  recreational  niiiiion  pictures  and  NES.S   SCREEN   in   cooperation   with 

slidefilnis.    Lists  over  KOO   subjects   in  the    authoritative    .\thletic    Institute, 

all  fields  from  .\rchery  to  Wrestling,  .Send   postpaid  anywhere   in   U.  S.  at 

includini;     essential     facts    on     color,  only     .50c     per     copy.      Oiscounts     on 

running   lime   and    content.     Primary  quantity      orders      to      libraries      and 

sources    and     loial     distributors    are  dealers. 

Older  today  from  Business  Screen  Magazine 


HI2    NOKIll    1)1  .\RB()R.\    SIRKKI 


(:liK:,\GCJ     (1(1)  .    ll.MNOIS 


BRONX  HIGH  SCHOOL  AWARDED 
OSCAR  FOR  SCIENCE  FILM 

♦  riu  .Motion  P  i  c  t  ur  e  C  1  u  b  of 
Evaiider  Childs  High  School,  the 
Bronx.  X.  Y..  was  awarded  a  special 
"Oseai"  lj\  the  .American  Museum 
ol  .Niiuiral  Historv,  for  its  prodiic- 
lion  Rcaclions  in  Frogs,  a  color  film 
portraying  high  school  students  en- 
gaged in  lahoratorv  experiments  on 
Irogs.  I  he  award  was  presented  dur- 
ing the  fourth  annual  meeting  of 
the  Museum's  .Vudio-\'isual  Aids  In- 
stitute, which  conducted  the  con- 
test to  determine  the  best  high 
school-produced  film  of  1947. 

*        *        * 

AMERICAN  LIBRARY  DELEGATES 
ATTENDS  TWO  FILM  SESSIONS 

♦  Iwo  well-attended  film  sessions 
on  |anuary  29.  SO  were  highlighted 
at  the  annual  midwinter  meeting  of 
the  .American  Library  Association  in 
Chicago.  .\  "town  meeting"  demon- 
stration featuring  Round  Trip  and 
a  discussion  of  film  problems  facing 
librarians  were  key  topics. 


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DISCUSSION  and  INFORMAL 

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A/so:      TRAVELOGUES,  SPORTS 

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and  RECREATION,  MUSIC,  SOCIAL 
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V/rUe  for  New  Classified  Film  List 
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SEE     AND     HEAR 


PORTLAND  HOLDS  AUDIO-VISUAL 
CONFERENCE   FEBRUARY    12-14 

♦  "  riu-  Motion  Picture  in  Ediica- 
tion"  will  be-  the  theme  ol  the  Sec- 
oiul  A  II  n  11  a  1  Portland  (Oregon) 
Aiicli<)-\'i.Mial  ClonlereiKe  to  he  luid 
in  Portland  Fcbniai\  11!  ihioiinii  I  I. 
Foriiiii  (list  iissioiis.  prex  iews  ol  the 
111  wist  eilui  ational  (iliiis,  and  field 
iii|)s  to  studios  and  a  local  school 
clisiiiii  Depai  tiiieiit  ol  \isiial  F.dii- 
<ation  will  he  highliulus  ot  the  e\eiit. 

Scheihiled  Conterencc  speakers  in- 
clude Dr.  Henr\  i\I.  Giinn,  president 
ol  Oregon  College  of  Education;  Dr. 
l.esiei  E.  Beck,  associate  prolessoi  ol 
Psycholog),  Uiii\ersit\  of  Oregon; 
Dr.  Peter  Odcgard,  president  ol 
Reed  College;  James  Hamilton,  sii 
perintendent  of  Vanjjort  (Oregon) 
schools;  W.  G.  Gnaedinger,  bineaii 
of  \isiial  instruction,  Washington 
State  College;  Loni.s  Simmel.  presi- 
ilent  of  .Sinimel-Meser\ey  Corp.:  and 
Paul  Cox,  western  representative  of 
Encyclopaedia  Britannica  Films.  Inc. 
COUNCIL  NAMES  MARK  MAY 

♦  I)K.  M  \KK  AkiHik  .\l\\.  director 
{)f  the  Institute  of  Human  Relations 
ami  prolessor  ol  educational  psxihol- 
og\  at  ^alc  Uni\crsit\,  has  been  ap- 
pointed chairman  of  the  research 
coininittee  of  the  Film  Council  ol 
.America. 

Dr.  Ma\  has  hail  a  dislinguisheil 
career  in  education,  and  has  been  a 
leader  in  the  audio-\isual  eduiatioii 


The  Editors  of  SEE  &  HEAR  bring  you  the  highlights  in 

NEWS  of  the  MONTH 


field.  .\s  chairman  of  the  Film  Coun- 
cil's research  committee  he  will  work 
with  \isual  eduiators  anil  ])rodiiieis 
ol  classroom  motion  piitures  to  help 
impro\e  the  ti'chnii|iies  of  lilm  pro- 
dm  lion,  to  find  out  what  siibjeii 
,nras  most  need  good  lilms  loil;i\. 
and  to  iliiiiniine  how  ilic  mili/a- 
liim  ol  \isual  teaching  materials  laii 
l)r  \\  iileni'd  and  iitipro\ed. 

INDIANA  VISUAL  DIRECTORS 
FORM   A   STATE   ORGANIZATION 

♦  Diriitors  ,inil  i  ooi  (liu.uois  ol 
audio  \  isual  malii  i.ds  in  I  n  d  i  a  n  a 
SI  liools,  and  inslruitors  and  diii'ctors 
ol  the  ;iudio-\  isual  programs  in  the 
colli-gi-s  and  uni\iisii  irs  ol  the  stale 
mil  riceiith  on  the  Indiana  l'iii\ei- 
sii\  campus  to  organi/e  thiinsib  is 
as  thai  111  members  ol  a  gii>u|)  to  bi 
known  .IS  A\'1I)  (.\uilio A'isnal  lu 
siMulii>n    Directors)     ol    Indi.iiia. 

Purposes  ol  ilii  new  oigani/ation 
wvw  dedned  as:  (I)  lo  pro\  idi'  an 
oppoilunilx  lor  directors  lo  beinme 
aii|uaniii'il  and  work  together  on 
mulual  problems;  (2)  to  act  as  a 
iliaiing  house  loi   itleas  and  piojiils 


of  statewide  concern:  (3)  to  pro\  ide 
direction  and  coordination  lor  the 
audio  \isiial  programs  in  the  stale: 
and  (1)  to  develop  projects  ol  assist- 
ance to  directors  of  a-\'  education. 

SPOKANE  TEACHERS   MEETING 

♦  Spok.iiie  .iiiii  Omak  ( oiileieni  es 
III  rill  l\  am  acted  about  .SOO  teachers 
ol  .Spokane  County  and  Spokane  City 
St  liools  in  a  Conference  of  Insiruc- 
lioiial  Aids,  li  liaiuied  pu|)il-iiacher 
demoiisi rations  by  teachers  and  stu- 
dents from  Irent  (Miss  .Maxine  Da- 
\iilsoii  anil  third  graders)  ,  .Millwood 
(Ml.    Robert     Riddle    and    seventh 

graders)  and  Nine  .Mile  (.Mrs.  Ernes- 
line  l.oMJov).  Demonsiraiioiis  por- 
li.iMil  ilassroom  uses  ol  a  wide  \a- 
rielx    ol    still    .iiiil    iiioiion    piilures. 

HOLD   ALLENTOWN   WORKSHOP 

♦  ■■  I  ill  I  lili/ation  ol  \  isual  \\ds 
in  r  e  a  c  h  i  11  g  .Methods"  was  the 
theme  of  a  sjiecial  \  isual  idiuaiion 
workshop  londiictid  last  iiioiuh  by 
I)k.  .\I.  H.  SniNHAisiR.  head  of  the 
Dipai  iiiient  of  Education.  .Muhlen- 
berg College,  for  tlie  faculty  of  Em- 
inaus   High  School,   Allentown,   Pa. 


Hire  .\rk  Inr.  Indiana  Ariiio-XisiAi,  Dirii.ioks  Ani>  Giisis  wlui  iilliiulcd  llic  lii\t  sliili  aiij^diiiuilioii  Kinfiirticr  ul  Indiiimi  i'.  in 
Deccmbir:  Front  row  (1  to)  f.  C.  Altxundet ,  H.  VV.  Schuize,  L.  Kenworllix.  K.  Scliri-ihir.  I).  I.,  l.ynti,  (,.  Mrliitirr.  C.  .\trKrnfii.  C.  Brod- 
tiirk.  ir.  Jarboe.  M.  Day.  D.  WiUiams;  second  row:  L.  D.  Milter.  I'.  I..  Tatlock.  li.  Slollbcrg.  H.  Knntis.  Mrs.  G.  M.  Atten.  G.  M.  Alien, 
F.  Andrews.  D.  Simpson.  F.  Tliomns.  P.  L.  Fislier,  and  A.  Gibson.   Tliird  row.    li.  I..  liufe,  P.  II'.  Moladax.  C.  B.   Totbert.   11  .  Sniitli. 

0.  R.  Slnirgal.  C.  Giiss.  C.  Miller.  F.  G.  Meet.  L.  C.  Larson,  G.  R.    Wrtilliers.  L.  Uhaley.  K.  Barr.    Top  row:     If.  Barnes.  R.  .MrDougal, 

1.  .Moon.    H.    Xormnn.    D.     Willinms.    K.    TInnslnn.    F     C.nrmony.   F.    Knttkendiill .    T.    IVIiite.   A.    H\er.    B.    Sparks.    D.    E.    O'Bcirne.. 


FEBRUARY     •     1948 


11 


ATLANTA   WOMAN  S 


The  Allantd,  Georgia  Film   Count  il  is  an   outstanding  exinnj)lf   of   ( oniinunily   de\'c}oj)inent. 

Tin:  FILM  COrXCIL  OF  AMERICA  AXD 

Intercultural  Relationships 


by  Thurmaii  White 

Exeritlive  Director. 

Film    Coundl    of    America^ 


TDK) A  ISL  Al.   MAIF.RIALS 

|)l(>])frl\     il(.-si;^iKti    ,iiul    el 


A' 

A  \.  Icttixch  used  can  Ix-  an 
effeciive  means  of  achieving  greaici 
Iiainiony  among  people.  Impro\ed 
relationships  a  m  o  n  g  connnunily 
groups  and  individuals  can  be  a  con- 
sequence cjI  local  film  coimcil  nieet- 
insfs.  The  basic  film  council  oryani- 
zation  plan,  shown  in  tiie  adjoining 
chart.  pi<)\  ides  for  mtmliership  Irom 
all  groups  within  a  comimuiit).  .\ 
film  coimcil  is  the  connnunity  in 
miniature.  Its  members  may  come 
from  maii\  churches  and  various  oc- 
cii|)ations.  financial  le\cls,  political 
parties,  nationalities  and  races. 
There  may  be  present  ^viihin  a  given 


rhf  Film  Council  of  Amerita  i\  incorporated 
to  further  the  "effective  use  of  audio-visual 
matt-rials  for  the  general  ^\elfaI(•  of  all  pe<»i>le." 


council  most  if  not  all  of  the  com- 
munity backgrounds  of  racial  ten- 
sion, religious  conllict,  labor  strife. 
]jolitical  bickering,  and  national 
hatreds.  Under  such  circumstances, 
I  Fie  informational  film  proves  an  ad- 
mirable rallying  point  around  whit  li 
group  leaders  ma\  build  coopera- 
tive experiences  which  exentually 
should  mean  a  comiminiix  of  better 
in  formed  citizens. 

The  kinds  of  activities  and  the 
kinds  of  materials  which  engage  the 
attention  of  film  council  participants 
are  frecjuenth  aimed  at  matters  of 
social  consei]uence.  Fimctioning  ex- 
amples exist  in  mam  jjarts  of  liie 
United  States. 

The  Newark  P'ilm  Council  recent- 
1\  screened  the  film.  Tlie  Strength  of 
a  City.  This  is  Newark's  "red  feath- 
er" film— a  persuasive  sound  motion 
picture  on  that  city's  Communil\ 
(Hiesi.     In   ten   minutes,   more   than 


[\\i>  luindred  men  and  women  repre- 
senting at  least  half  that  number  of 
communit)  organizations  ^vere  fa- 
\orably  introduced  to  the  ideas  the 
film  revealed  —  they  saw  the  film, 
learned  of  its  availabiliiv  and  were 
lecpiested  to  show  the  same  film  to 
their  parent  groups.  Officials  of  the 
Newark  Community  Chest  report 
that  Strength  of  a  Cit\  was  subse- 
c[uentl\  shown  to  more  than  350.000 
residents.  Major  credit  to  that  film 
can  be  gi\en  for  the  current  \ear's 
successful  campaign.  The  s  t  o  r  y 
strongh  suggests  that,  if  community 
leaders  e\erywhere  could  share  in 
similar  community  film  experiences, 
we  Avoiild  witness  ini]jro\einent  in 
social  relationships  among  indi\id- 
uals  and  groups. 

In  Indianapolis  another  film  pro- 
gram is  under  \\d\.  The  group  or- 
gani/ed  for  this  purpose  is  C.i\ic 
Kilnis.  Inc.— a  chartered  film  council 


12 


SEE     AND     HEAR 


in  Indianafxilis.  The  project  has  re- 
cel^ed  the  cooperation  and  support 
oi  the  cit\"s  leading  business  and  in- 
dustrial represeniati\es.  Its  Screen- 
int;  and  Ad\  isorv  Board  includes  In- 
diana's Ciovernor,  State  SupK-rintend- 
enc,  the  Mayor,  public  librarian, 
church  leaders,  prominent  educators, 
and  other  civic  leaders.  Its  Speakers 
Bureau  conducts  film  forums  for  an\ 
tomnnuiitv  group— and  averages  one 
each  da\.  The  men  of  Main  Street 
ha\e  contributed  several  thousand 
dollars  for  the  purchase  of  films,  and 
local  \  isual  education  dealers  furnish 
the  projection  equipment.  Their 
purpose  is  stated  as  follows: 

■"In  every  .\merican  neighbor- 
luKxl.  relationships  are  strained  bv 
intolerance,  racial  tensions,  juvenile 
delinquencN.  disrespect  for  law  and 
order,  breakdown  of  home  and  fam- 
il\  relationships  .  .  .  The  first  step 
in  dealing  efiectixeh  with  our  prob- 
lem is  to  attack  it  where  it  began— 
within  oursehes— within  our  own 
tommimities.  In  our  own  neighbor- 
hoods, where  individuals  represent- 
ing  various   groups   li\e   and   work 


together,  where  customs  and  beliefs 
are  most  often  expressed,  we  can  best 
solve  our  current  social  problems 
through  education.  Half-true  gen- 
eralizations and  prejudices  must  be 
replaced  w  i  t  h  factual  information 
and  wholesome  attitudes.  The  uni- 
\ersal  interest  and  appeal  of  the  mt>- 
tion  picture  makes  it  the  ideal  medi- 
um through  which  to  instill  the  de- 
sirable attitudes  and  appreciations 
necessan  for  better  human  relations. 
This  is  the  fundamental  principle 
of  one  world  .  .  .  Either  we  face  the 
realities  of  this  changing  social  struc- 
ture Moa-- and  use  all  of  our  intel- 
ligence to  cope  with  such  problems 
on  a  local  basis,  or  we  will  lose  at 
home  what  we  seek  on  an  interna- 
tional basis."'* 

The  film  councils  of  .\merica  are 
currentlv  sharing  in  a  significant  in- 
ternational project  that  calls  for  a 
most  humane  relationship  among 
peoples.  It  is  the  United  Nations 
.\ppeal  for  Children.  Councils  are 
coojjerating  with  their  local  .Appeal 


D«taik  of  tlu$  piooeer  prosram  may  he  had 
by  ti-ritiiig  Joe  Riersoo.  WFBM  Radio  Station. 
Indianapolis.  Ind. 


chairmen  b\  emphasizing  the  show- 
ings of  related  films  by  all  groujjs 
that  meet  A\ithin  the  time  limits  set 
by  the  campaig^i.  It  is  recognized  that 
no  conmuuiitx  group  could  refuse  a 
sick  and  raxaged  child  of  wax  if  he 
stood  before  it.  The  purpose  of  the 
film  councils  is  to  stand  many  such 
children— dazed  and  resourcelcss  — 
before  their  neighbors  by  showing 
them  the  desperateh  urgent  jjicturcs 
that  ha\e  come  out  of  the  areas  of 
greatest  nec-d.  -\  partial  list  of  sudi 
films  was  prepared  b\  a  special  FC.\ 
committee,  headed  by  Patricia  Blair, 
film  adviser,  .\merican  Library  .As- 
sociation. Copies  may  be  had  with- 
out charge  b\  addressing  a  request 
to  the  Film  Council  of  .\merica,  6 
West  Ontario  Street.  Chicago.  Illi- 
nois 

The  Film  Council  of  .\merica  will 
assist  local  councils  to  engage  in  film 
educational  activities  which  will 
meet  this  great  public  need,  .\ddress 
retjuests  for  literature  and  informa- 
tion to  the  Film  Council  of  .\merica. 
6  West  Ontario  Street.  Chicago,  llli- 


THECOMMUNITY  FILM  COUNCIL 


People  with   PROGRAM         AUDIO    VISUAL    SPECIALISTS 
Responsibilities  PRODUCERS,  DISTRIBUTORS 


FRIENDS  of  the 
Informational   Film 


YOUTH 

ADULTS 

PROTESTANT 

CATHOLIC 

HEBREW 

NEGRO 


1.  New  Films 

2.  Films  For  Organizations 

3.  Films  For  Community  Progress 

4.  Films  For  Understanding 


MANAGEMENT 

LABOR 

EDUCATOR 

LIBRARIAN 

MINISTER 

FARMER 


BETTER  INFORMED  CITIZENS  THROUGH  FILMS 

"The    men    and    won^en    who    ptarficlpate    In    a    local  to  acnieve   a   common   purpose  ttirough  a   common 

film    council    have    many    differences    but    are    able  interest  in  the  inforn^atiorval  film." 


F  E  B  R  I    A  R  Y     •      19  4  8 


13 


THE  FILM  COVSCIL  IDEA  /A   COMMUNITY  ACTION: 


Midvale  Organizes  a  Community  Film  Council 


LKADKRS  OF  A  COMMIM  IV  FILM  COUNCIL 
late  nioblcms  ol  oinani/alioii  lioiii  llic  \ei'N  I)l- 
*  ginning.  Usual  I  \  iliey  gel  sucli  problems  set- 
tled in  two  or  three  nicetings— at  least  officers  are 
elected  lor  a  definiie  ])eriod.  All  too  often,  howe\er, 
the  lulls  ol  ihe  organi/alion  lake  an  undue  amount  ol 
time.  \'alual)lc-  weeks  an'  lost  until  some  sort  of  a 
working  agreemeiii  is  rcadud.  The  council  "marks 
time"  while-  ihc-  loi  ui  of  the  organization  is  considered 
and  (annoi  proccck'  with  ils  \erv  mgent  fimction  of 
slinuilaliiig  anil  assisiiuj;  llu'  elK-(ii\e  use  ol  audio 
\isual   uiau-rials. 

It  is  important,  iherelore,  that  a  majorily  of  the 
grou])  \)c  spi-edih  satisfied  with  the  answers  to  such 
fundauicnial  (iiiestions  as.  \\'hal  officers  shall  we  have? 
W'liiii  shall  we  meet?  .Shall  -we  lia\e  lines?  What  coui- 
miliees  shall  we  have?  W'hal  shall  be  oiu  membershi]) 
recpiirements?    What  shoidd  be  a  (luonuii? 

I'radiii-s  on  these  things  \ar\  wideh  among  the 
established  him  cotmcils.  Most  ha\e  a  written  con- 
siitiuion  or  aiticles  of  agreement,  but  some  ilo  not. 
Some  have  a  "|)resident":  others  have  a  "chairman". 
.\   lew    iiuei  (|uanerl\:  sexeial  have  weeklv  luncheons. 

*Midi<(il('  isii  I  (UliKilly  on    the  miij) 
( niiniiiniilirs  it'lii'ie  the  film    inuniil 


One  council  has  a  membcrshij)  fee  of  three  dollars: 
another,   a   constitutional    piohibition   against    an\    fee. 

It  is  encouraging,  however,  to  luAv  that  recent 
experiences  of  the  staff  of  the  Film  Council  of  .\merica 
indicate  a  growing  tendency  for  uniloiniitv  in  many 
ol  these  things.  Such  a  tendency  is  a  sign  of  maturity 
ill  the  iiiovenient.  Leaders  of  both  old  and  new  coun- 
cils li.ive  been  \ei\  ctnions  about  I  he  wa\s  that  organi- 
/alioual   pioblciiis  have   been  solved  by  others. 

ll  has  been  stronglv  and  fietjuently  suggested  b\ 
members  of  the  Community  Ccjuncil  Committee  that 
A  sam])le  constitution  and  organi/ation  chart  shoidd  be 
dial  led  lo  help  them  and  to  speed  tip  the  trenil.  Lhev 
kc'l  that  the  jniblication  of  such  samples  will  be  iisefid 
to  some  ol  the  older  councils  and  gitailv  facilitate 
the  establishment  of  new  councils. 

A  sample  constiuition  and  oigani/aliou  chart  has, 
iherelore,  been  constructed  for  the  typical  Midvale 
Film  Cioimcil.  Thev  contain  some  of  the  most  popular 
leatures    lo    be    found    in    the    iialion's    niosi    successful 

COUlll  ils. 

Midvale.  as  .i  lev\'  people  know,  is  .i  coiiimuniiv   ol 

hill   i.\   typKiil  of  thiiiisdiich   of  Aini-iKini 
idea   (iiii   and  should   he   miidr   to  work. 


Film  Council  of  America 

INFORMATION 
COMMITTEE 

A.  Press  releases. 

B.  Meeting    announcements. 

Midvale  Community   Film  Council 

A.  Contacts  all   community  or- 
ganizations,'    churches,      clubs 

i 

EXECUTIVE  COMMITTEE 

MEMBERSHIP 

schools,    PTA's,    libraries,    busi- 

COMMITTEE 

ness,      labor,      farm,      veterans 
youth    groups,   adult   forums. 

CHAIRMAN:  keeps  active  personnel  on 

C.    Contacts   visual    specialists. 

each  committee;  appoints  special 

committees. 

ORGANIZATION 

A.    Constitution    and    by-laws. 

■     COMMITTEE 

B.    Nominating. 

VICE-CHAIRMAN:  works  with 

C.    Attendance. 

committees. 

A.   Information   center. 

SECRETARY:    records    council    actions; 
books  films  for  meetings;  mail  to  FCA. 

TREASURER:    collects    and    disburses 

PROJECTS 
COMMITTEE 

B.  Preview  groups. 

C.  Film   festivals. 

D.  Operator's  classes. 

E.  Community   film    calendar. 

F.  Community   equipment. 

funds. 

3.    Student   film    councils. 
H.    Inter-city    councils. 

FCA   REPRESENTATIVE:   delegate  to 

annual  national  or  regional  conferences. 

RESEARCH 
COMMITTEE 

A.   Surveys   members'   needs. 
8.   New  films  for  programs. 

CHAIRMEN  OF  STANDING 
COMMITTEES 

C.  Recommends   new   projects. 

D.  Suggestions    for    new    films 
to    possible    producers. 

14 


SEE     AND     HEAR 


10,00(1  [n'oplc.  lc>c:it(.il  IkiII\v.i\  hclwcrn  ()Hali()m,i  .nul 
I'cxas.  lis  Film  C^oiinril  was  ornaiii/td  in  1912  as  ilic 
(oiiimmiity  agciicv  to  scinc  in  thf  war  iiliii  piot^iam. 
Alici  a  siiiAON  ol  tiu-  iiK-nibcrs'  iict'cN.  ilio  Couiuil 
louiul  ihat  Mithalc  ])C()pir  didnl  sec  iiilonnalioiial 
liiiiis  l)ttaiisi-  ihc  [Hoplc  ilidn'i  know  then-  wcii'  siuii 
liliiis.      So.     the     first     C'on\iniiinl\     projt'cl     was    a     I'liiii 


Iiiloiinalion  (inur  in  the  l'iil)li(  I.ihrarv.  \l  lliat 
time,  ilicrc  wen-  i>nl\  iwo  Clomuil  olhtcrs.  a  (liiairman 
and  a  Sccrctarv;  siiui  ilun  liii'  Clomuil  activities  have 
in. nil-  it  siK  li  a  v.dii.ililc  (onniiunilv  asst'i  liiat  several 
othfi  otlidis  ha\f  Ikiii  aikird.  At  a  icor<;aiii/ali()n 
nKclins>  last  .\la\.  tin-  .\lid\ak'  Cloiistiliition  that  ap- 
pc.ns   below   w.is  .uiopled. 


A  (Constitution  for  the   Midvale  Film  (ioniicir 


1.  NAME:  "this  ()ig;ini/;ilion  sIkiII  Ik-  known  .i^  ilic  \liit\.ilc 
Film   Coiiiuil. 

2.  Pl'RPOSE:     II   shall    be   the   |jui|)()sc  ol    this  C.oiMuil    lo  sliiiiii 
Idle   ami   ms;s/   ihe  cIlfUiM-   use  of   andiovisiial   material. 

;i.  MEMUERSHIP:  Meiiil)eishi|>  in  the  Coiiiuil  shall  consist  of 
inili\iihiaN  and  organi/ations  interested  in  audiovisual  materi- 
als. Meniliers  in  good  standing  -ili.dl  have-  ihc-  privilege  of 
voting,  attending  all  meetings,  and  sliall  leieive  announcements 
of  all  meetings  and  copies  of  proceedings  when  released.  Kach 
paid  mendiership  shall  he  entitled  lo  one  vote, 
-t.  ()FFIC:ERS:  (a)  lliis  organi/alion  sh.dl  have  as  iis  oflicers  a 
(haiiin.ni.  \ic:e-C'.hairnian.  .Secretarv.  lu-asnii-i.  .nul  Delegates 
III   iIk-   I  11  \i   Coi'Ncai.  Of  .Xmkrkv. 

(I))  1  he  officers  of  this  organization  shall  be-  c-li-cu-il  lo  serve 
one  year  bv  a  majoritv  of  the  mcnd)ers  preseni  .ii  ihe  Annu.il 
liusincss  Meeting  in  May  of  each  year  and  shall  take  office  in 
Jnlv  of  the  following  fiscal  vcar.  .Ml  elected  officers  shall  bi- 
meinbi-is    in   good   standing. 

').  f ;().M.MITTEES:  (a)  Appropriate-  commillees  di-t.iiU-il  in  llie 
hvlavvs  shall  be  .set  up  by  the  oflicers  at  their  discretion  to 
further   the  aims  and  purposes  of   the   Midvalc   I'ilm   C.ouiuil. 

(I))  The  oflicers  and  the  eliairnien  of  ihe  lonnniiucs  shall 
constitute    the   Executive   Committee  of    the   Council. 

6.  .MEETINCiS:  Meetings  of  the  Eseculive  Comniil  U-e  shall  be 
held  monthly.  .S[)ecial  meetings  of  this  (unnnillec-  sIi.lH  bc- 
called  at   the  discretion  of   the  Chairm.ni 

(b)  Ciencral  membership  meetings  shall  In-  held  monihlv. 
.Special  meetings  of  the  organization  niav  be  i.illi-d  .n  ihi-  dis- 
ci et  ion  of  the  Executive  Committee. 

7.  DUE.S:  (a)  Individual  membership  clues  shall  be  .'ii2.(lll  pc-i 
veai.   payable    prior    to   the    .\nnnal    llusiness    Meeting. 

(b)  Organi/alional  membership  dues  shall  be  SKI. 00  per  veai. 
payable   al    the    Aininal    Business    \l<-eliiig. 

8.  .\.MENDMENTS  and  BY-L.-VWS:  .\nu-ndiiu-nis  lo  ihe  (.on 
slilulion  or  the  By-Laws  of  this  organization  sh.ill  In-  made  onlv 
at  a  regular  meeting  thereof,  hv  a  majorilv  \oic  ol  the  iiiembc-is 
present.  No  proposition  to  amend  shall  In  acted  upon  unless 
written  notice  thereof  has  been  given  to  ihi  Sccrclary  prior  lo 
the  meeting.  A  copy  of  sucli  a  proposition  shall  be  eiidiodii-d 
in  Ihe  call  for  the  next  meeting,  and  a  cojiy  sent  lo  even  nu  in 
ber  ol  Ihe  organization  at  least  ten  days  before  the-  date  ol  ilu- 
iu-\i    meeting  at    uhicli    the   amendment    is    to   be-    vou-d    upon. 

BY-LAWS  OF  THE   CION.STITUTION 

1.  OFFICERS:    (a)  Clhaimian  aiul  his  duties: 

{I)   It  shall  be  the  dulv   of  the  (  h.iiiiiian   lo  pn-pan-  Ihc-  .igi-nd.i 

and   preside  at   all   meetings. 

(2)   He  shall  call  special   meetings  ol    ilu-   (oniuil   oi    l-.se-i  iiiive- 

C:ommiItce  when  he  deenrs  it  necessary  or  uluii  lequc-su-d  to  do 

so  by   the   Executive  Committc-e.  or   upon    uiiiiin    re(|Uest    of   al 

least   one  fourth  of   the  membership. 

iS)    He   shall    appoint    all    ccmimitlee    (hairmen. 

(b)  Vice-CJiainnan:  (1)  In  the  absence  of  the  Chairman,  ihe 
\iceC.hairman   shall   assume   all   duties   of   the   Chairman. 

(2)   He  shall   be   ihe  exofficio   member  of  all   connniltees. 

(c)  Secretary:     il)    All    resolutions    and    proceedings    of    the    meet 


ings  ol    Ihe  Couiu  il    sh.dl    In-  i-iiiii<-d    in    ilu-   piope-i    boeiks  bv    the 

•Secretary. 

(2)  Ihe  .Secretary  shall  (ondnci  all  coriesiiondence  relating  to 
Ihe  Council,  and  shall  perforin  :ill  duties  pertaining  to  the 
olllce  of   the-   Secielarv. 

(<1)   Treasurer:    .\ll    inonevs   pav.ibli-   lo   ilu-   Coinuil    sh.ill    be   paid 

to   the    I  reasuier  of   the  Council. 

(2)  .-Ml  moneys  payable  by  the  Council  shall  b<-  paid  by 
(hecks   signc-d    bv    ilu-    Ireasniei. 

^'^)     He    shall     u-poi  i     ihe    condilioii    ol     ilu-     Ireiisnrv    at    each 

nu-eling   of    the-   Couiuil. 
(e)    Exeeulive  Clonnuittee:    (I)    Il   shall    be   the  diilv    ol    the   txetu- 
live   (  ommillee   lo  determine   the   policies  and   to   plan   activities 
ol     ilu-    (oinuil.    and    lo    lake    charge,    control,    and    manage    all 
piopeiiv    belonging   lo   the  Council. 

('_')     1  hey    shall    keep    a    record    of    Iheir    proceedings    and    m.ike 

a    report    thereof    in    writing    lo    the    Couiuil    al     ihe    Annual 

Business  Meeting  in   May. 

(3)  It  shall  be  the  duty  of  the  Executive  Committee  to  super- 
vise the  linances  of  the  Cotnicil  and  audit  all  bills  prior  to 
pavnu-nl    ihereof. 

ill  Ihe  ollice  of  a  member  of  ihe  Executive  Committee  inav 
be  considered  vaiaiu  bv  his  or  her  absence  frcrm  two  consectr 
live  iiu-c-lings  of  ilu-  l-,\i-(iilive  Commiltce  withoni  good  and 
sullicunl    ic-.lsou    s.il  isl.K  loi\     lo    Ihc    Kseilllive    (  oiiiiiiil  lie, 

II.  CO^MAIITTEES  AND  THEIR  1)UTIE,S 

(a)  Committees  sh.ill  be  (siablished  by  the  Executive  Coinmiltee 
as  iK-eded   .nul    ilu-   woik   ol    ihc  Council   assigned  as  follows: 

(I)  Informalion:  shall  prepare  and  obtain  the  publication  of 
piess  .111(1  ladio  releases;  shall  contact  the  mendiership  with 
nu-eling    annoiiiu  ciiK-nls    :in(l    invitations. 

12)  Membership:  sh.ill  (onlad  for  membeiship  and  oblaiii 
ilu-  .i(liv(-  participation  ol  .ill  (ommunilv  organizations,  audio- 
visual   specialists,    and    olhci     liiends    of    informational    lihns. 

(3)  Organiialioii:  shall  h.iiulU-  ill  matters  pertaining  to  con- 
siiiulion.  by-laws  and  amendments  thereto:  make  committee 
nominations  for  new  ollicers  to  be  elected  at  the  .\nntial  Bus- 
iiu-ss  M(-cling:  keep  ihe  register  of  members  and  check  their 
.111(11(1. iiu(-   .11    .ill    iiu-clings. 

(4)  Projects:  shall  organize  and  supervise  Council  projects, 
sudi  as  information  centers,  preview  groups,  fdm  festivals, 
opc-ialois'  (lasses,  comnniniiy  film  calendars,  film  forums, 
sliideni  lilm  (ouncils.  counnnniiy  (((uipment  calendars,  spcm- 
sorship  of   lilm   ( ouncils   in   neighboring   towns  and   cities. 

(.">)  Research:  shall  conduct  surveys  of  members'  lilm  needs; 
make  recommendation  on  Council  projects  and  new  films  for 
Coiiiuil  meetings;  prepare  suggestions  to  prcKlucers  for  new 
and  belter  lilms. 

(b)  \ll  commillees  sh.ill  Ik-  subjcc  i  lo  ilu-  (all  ol  their  respective 
(  hairmen. 

III.  QUORUM 

(a)  A  m.ijoiilv  ol  ihe  meml)ers  shall  consiiiute  a  cpioiinii  aiiihor- 
izecl   to   transact    the   busines.^  of   the   Council. 

(b)  RoiiKRis  Rrrrs  Ok  Ordfh  shall  l>e  the  parliamentaiv  aiiihor- 
itv  for  all  matters  of  proccHlnre  not  spccificalh  coverc-d  bv  ihe 
Consiinilion    or    Bv  laws. 


Aii\  (  oniiinniily  film   roinuil  ttiiiy  fr<-f  ly  (idol)!   Ilir  form   of  this  loiislttution. 


FEBRUARY 


19  4  8 


15 


make 
way 

for 

YOUTH 


by  Bernice  Bridges 

and  Samuel  S.  Fishzohn, 

Xationnl  Social  Welfarr 
Assemhly.  Int..  New  York 


Jolniny'i   rtiii^ious  prejudice  gets  the   betlci 
di   his  sportsmaiysJiip  on    the   field. 


Racial    prejudice    holds    xoungslers    apart. 


II  hcii  II  teen-ager  comes  to  town   now.  lie's  greeted  by  the   iVeUoine  Stranger  Club  in 
his  school:  he's  slioicn  around  and  made  part  of  the  gang  and  it's  activities. 


Tensions  and  hostile  feelings  melt  away  as 
youngsters   decorate    their   new    place. 


WHEN  REl'RESEMA- 
IIX'E.S  oi  the  National 
Social  Welfare  Assenihh 
\isiticl  Madison.  \\'isronsin.  last  \tai 
and  aitciukd  meetings  ol  the  ^onth 
Council,  they  were  delighted.  Here 
were  young  people  working  with  all 
the  serious  purpose  of  responsible 
human  beings  engaged  in  the  vital 
business  ol  cooperative  living. 

No  wonder  then,  when  the  ^outh 
Division  set  out  to  produce  .Mitkr 
]\'tiy  of  Yoitlh,  Hinun  motion  pic- 
luie  dramatizing  the  activities  of  a 
\outh  C;ouncil  in  a  typical  Ameri- 
can tf)wn,  that  the  locale  selected 
was  .Madison.  Ihe  Madison  'iouth 
Council,  now  in  its  fifth  veai,  is  the 
oldest  in  the  country,  with  a  letord 
of  achieveimiit  of  which  it  is  jusli- 
hal)ly  pioud.  I  Inough  their  ofhiial 
delegates  on  the  Youth  Council,  and 
with  the  guidance  and  help  of  expe- 
rienced adult  leaders,  the  leen-age 
membeis  of  every  young  people's 
oigani/ation  in  the  communitv  have 
worked  together  on  projects  of  real 
(i\i(  value.  The  youngsters  (ome 
logetlier  from  high  school  and  settle- 
ment house  clubs,  from  churches, 
from  the  .Americaii  Junior  Red 
Cross,  from  Youth  Hostels,  -f-H 
clubs,  \MCAs  and  ^MHAs,  Boy 
Scouts,    Girl    Scouts-in    short,    from 


every  group  of  boys  and  girls  in  the 
city.  Today,  Madison's  young  people 
take  the  responsibilities  of  citizen- 
slii|>  seriouslv.  Thev  find  fiui  and 
pleasure  in  "bek)nging,"  and  the 
adults  of  Madison,  in  return  for  the 
help  they  have  given,  enjov  the  pro- 
found satisfaction  of  knowing  that 
their  teen-agers  will  come  to  matur- 
ity with  a  knowledge  of  democracv 
that  is  not  merely  theoretical.  From 
their  personal  contacts  with  people 
of  other  neighborhoods,  of  other 
backgrounds,  races  and  religions, 
these  youngsters  gain  a  positive  at- 
titude toward  democracy,  because 
they  are  liv  ing  its  principles. 

When  the  producers  arrived  in 
[uiv  to  film  .Make  IVay  for  Youth, 
tile  teen-agers  pitdied  in  to  tfie  var- 
ied tasks  thev  undertook  and  carried 
tliem  out  with  enthusiasm  and  re- 
markable organi/ation.  Thev  set  up 
a  Persoimel  Clouunillee.  sent  out  a 
call  through  high  school  bulletins, 
newspapers  and  radio  stations  for  all 
voinigsiers  interested  in  movie  act- 
ing. Thev  prepared  the  (|uestion- 
naires  and  made  tlie  appointments 
for  the  applicants,  and  they  heljx-d 
senile  the  grown-ups  needed  for  the 
adult  roles.  Once  shooting  began,  the 
Youth  Council  organized  a  complete 

(C  O  \  T  I  .\  !_•  E  D      t)  .\      PAGE      3  2) 


16 


SEE     AND     HEAR 


by  Esther  Berg 

New    York   Public  Schools 

NOW  AS  NEVER  BEFORE 
there  is  a  need  for  America 
to  resolve  the  problems  of 
racial  and  religious  differences. 

"We  have  accepted  the  principle 
of  brotherhood  as  the  basis  for  the 
gradual  development  of  democratic 
idealism.  This  ideal  of  brotherhocKl 
is  recognized  as  one  of  the  very  cor- 
nerstones of  community  life.  Un- 
less wc  check  intolerance  and  devel- 
op better  understanding  of  the  aims 
and  ideals  of  various  groups  and  na- 
tions, the  term  democracy  will  be- 
come a  mere  slogan  and  the  ideals 
of  brotherhood  a  meaningless 
term."* 

To  put  meaning  into  the  words 
"democracy,"  "brotherhood,"  "equal- 
ity," the  teacher  can  find  no  better 
medium  than  the  film,  specifically 
the  film  forum.  But  it  is  clearly 
shown  that  there  is  a  definite  "know- 
how"  of  a  film  forum;  a  film  is  but 
a  tool  and  cannot  do  the  job  alone 
no  more  than  a  scaljjel  alone  can 
perform  an  operation.  Both  require 
skillful  handling  and  direction. 

In  an  attempt  to  show  teachers 
one  technique,  we  arranged  a  film 
forum  organized  around  the  use  of 
one  film  on  the  subject  of  intergroup 
relationships.  We  used  the  film  Bro- 
therhood  of  Man**.  A  panel  of  four 
was  selected  to  lead  the  discussion— 
an  audience  of  140  teachers  partici- 
pated in  a  town  meeting,  as  it  were. 
The  group  served  in  a  dual  capacity 
—learning  the  "know-how"  of  a  film 
forum,  and  at  the  same  time  being 
part  of  it.  The  great  value  of  the  film 
—seeing  an  idea  together— led  the 
group  through  a  common  experience 
which  served  as  common  ground  for 
discussion.  Before  the  film  showing 
the  audience  was  alerted  to  the  fol- 
lowing questions:  Is  race  prejudice 
still  a  problem?  Why  isn't  more  prog- 
ress being  made  in  meeting  this 
problem?  What  can  be  done  to  make 
more  progress? 

After  the  film  was  shown,  there 
W3S  much  active  and  fruitful  discus- 
sion, unusual  audience  participation, 
and  the  discussion  was  kept  rolling 


Visual  Materials 

FOR  INTERCULTURAL  EDUCATION 


by  the  leader.  Problems  of  the  class- 
room and  of  the  community  were 
presented. 

The  teacher  cognizant  ol  the 
"how"  is  confronted  with  the 
"where"  and  the  "which."  She  nmst 
give  much  thought  to  her  selection 
of  films  to  help  establish  socially  ac- 
ceptable concepts  relating  to  inter- 
cultural,  interracial,  or  intergroup 
relationships  among  young  adults 
and  children.  .\s  the  teacher  looks 
through  the  following  list  of  films 
and  filmstrips,  she  will  ask  herseli 
the  following  questions  to  help  her 
decide  what  film  to  use: 

"Is  the  film  suitable  to  the  intel- 
lectual and  social  maturity  of  my 
pupils?" 

"Will  the  film  correct  distortions 
concerning  other  people?" 

"Will  it  teach  the  pupil  to  reject 
stereotypes?" 

"Will  the  film  stress  democratic 
attitudes,  respect  for  the  human  per- 
sonality and  the  dignity  of  man,  free- 
dom of  worship,  brotherhood  and 
equality?" 

"Will  the  film  increase  under- 
standing between  the  \arious  na- 
tional, racial  and  religious  groups 
which  makeup  America?" 

With  all  the  materials  at  our  dis- 


posal we  must  establish  understand- 
ing among  people— one  for  the  other. 
Only  a  united  people  can  survive 
this  atomic  age.  Only  a  united  peo- 
ple can  cope  with  the  problems  thai 
this  post-war  period  presents.  Dis- 
crimination by  any  group  ol  .Amer- 
icans against  any  other  group  is  a 
dangerous  thing,  and  litis  undeino- 
(vatic  practice  must  be  eliminated. 

I'o  help  suggest  modern  tools  of 
learning  which,  when  brought  into 
our  classrooms,  will  help  you  create 
the  kind  of  a  social  learning  envi- 
ronment we  wish,  the  following  list 
of  visual  audio  materials  is  pre- 
sented. 

SOUND   MOTION   PICTURES 

Achimota  —  16mni  sound,  19  rain.; 
Cost,  $50.00;  Rental,  |2.00.  British 
Information  Services,  360  N.  Mich- 
igan .Avenue,  Chicago   I,  111. 

Sr  HS,  Col,  Adult;  Teaching,  Soc. 

Studies,  Clubs. 
•  During  the  last  generation  many 
educational  centers  have  sprung  up 
throughout  the  African  Gold  Coast. 
One  of  these  colleges  was  built  at 
Achimota  and  endowed  by  the  Gov- 
ernment. The  college  is  co-educa- 
tional, residential;  the  staff  both  Eu- 

(CONTINUED     ON      PAGE     2  0) 


This  scene  is  from  the  mitstiinding  color  film  "Boundary  Lines" 


"Education  for  UDity  in  the  Schools  of  New 
York  Slate."  New  York  University.  Albany. 
1947. 

BTolherhood  ol  Man,  9  niin..  Color.  $80.  Bran- 
don   Films,    1600    Broadway.   New    York,    N.    Y. 


FEBRUARY     •      1948 


17 


COMBATTING  THE 


PROVINCIAL  MIND 


WITH  FILMS 


THE  GREATER  PARI  ot 
humanity  has  grown  up  and 
is  continuing  to  grow  uj)  ini- 
der  conditions  which  foster  a  narrow, 
provincial  set  of  attitudes  toward 
other  cultural  groups  and  their 
unique  ways  of  life  It  is  a  common- 
place of  social  anthropology  that  one 
cultural  group  or  subgroup  tends 
over  a  period  of  time  to  develop 
certain  unique  customs,  institutions, 
and  systems  of  value.  To  the  person 
who  grows  up  in  the  culture— these 
customs,  institutions,  and  values  rep- 
resent the  "right"  way  to  do  things. 
There  is  a  "right"  way  to  worship, 
there  is  a  "right"  way  to  organize 
political  affairs,  there  is  a  "right" 
way  to  dress,  to  eat,  to  marry,  to  rear 
children,  and  so  on.  Members  of 
other  cultural  groups  who  do  not 
subscribe  to  these  "right"  ways  of 
doing  things  are  at  best  the  objects 
of  suspicion  and  at  worst  the  objects 
of  virulent  hatred.  Throughout  his- 
tory cultural  groups  have  rarely  re- 
frained from  using  strong  means,  in- 
cluding organized  violence,  to  im- 
pose their  "right"  ways  of  doing 
things  on  other  groups. 

The  provincial  mind  created 
enough  serious  problems  when  the 
world  was  less  closely  knit  than  it 
now  is,  but  with  the  advent  of  mod- 


by  G.  Max  Wingo 

University  of  Michigan 


cm  means  of  transportation  and 
connnunication  the  strain  has  be- 
come intolerable.  Many  sober  social 
thinkers  are  convinced  that  unless 
we  can  break  down  this  provincial- 
ism, which  is  still  typical  in  one  de- 
gree or  another  of  all  peoples,  there 
is  doubt  about  the  actual  sun'ival  of 
humanity,  not  to  mention  the  more 
refined  segments  of  what  we  are 
pleased  to  call  civilization. 

That  the  problem  is  of  the  utmost 
urgency  cannot  be  doubted  by  even 
the  casual  observer.  The  late  war 
apparently  did  nothing  to  resolve 
the  almost  unbearable  tension.  If  it 
did  anything,  it  only  heightened  it. 
Our  own  national  life  is  plagued  by 
hostility,  suspicion,  hatred,  and  fear 
among  religious,  racial,  and  even 
political  groups.  Real  issues  are  ob- 
scured by  the  repetition  of  ancient 
prejudices,  and  propagandists  play 
skillfully  on  our  atavistic  fear  of 
those  who  are  unlike  ourselves  in 
certain  respects. 

The  hallmark  of  the  provincial 
mind  is  not  its  intolerance  or  its  sus- 
picion, although  these  qualities  are 


always  found  in  it.  The  real  hall- 
mark of  the  provincial  mind  is  ig- 
norance. The  ignorant  mind  does 
not  have  knowledge  as  one  of  its 
properties,  much  less  wisdom.  Its 
owner  may  not  be  unlettered,  but  he 
is  certainh  unaware  of  the  \ast  com- 
plexity of  human  society  the  world 
over.  He  does  not  know  that  other 
peoples  may  have  found  satisfying 
ways  to  pursue  values  and  aspirations 
which  are  unlike  his  own.  Because 
his  intellectual  horizoJi  is  bounded 
by  the  borders  of  his  own  little  cul- 
tural, religious,  or  political  group, 
he  cannot  understand  how  human 
beings  could  possibly  reject  his  in- 
stitutions and  his  values  and  substi- 
tute some  "outlandish"  thing  iyi  their 
place. 

The  ignorance  of  the  provincial 
mind  is  a  sad  thing  to  contemplate, 
but  when  ignorance  is  coupled  with 
an  unwillingness  to  learn,  the  pic- 
ture becomes,  at  least  in  our  own 
world,  terrifying.  So  powerful  are 
the  effects  of  childhood  experience, 
the  provincial  mind  of  an  adult  can 
be  a  marvelously  resistant  thing.  It 
can  be  proof  against  inquiry  and 
against  the  consideration  of  evidence. 
To  a  somewhat  more  limited  extent, 
it  can  even  be  proof  against  emo- 
tional appeal,  unless  this  appeal  is 


FILTER  THE  FACT 


skillfully  directed  along  the  old 
channels  of  prejudice  by  consum- 
mate propagandists,  of  which  there 
is  no  present  shortage.  And  so.  al- 
though the  provincial  mind  is  igno- 
rant, its  most  trying  characteristic  is 
its  resolute  unwillingness  to  learn, 
to  evaluate,  or  to  appreciate. 

Fortunately,  the  provincial  mind 
is  made  and  not  bom.  If  it  were 
born,  the  case  would  be  a  hofjeless 
one.  and  teachers  would  not  be  re- 
quired to  worr\  about  means  to  com- 
bat it.  To  say  that  it  is  made  b  to 
say  it  is  a  human  creation  and  to 
give  some  hope  that  we  can  do  some- 
thing about  it.  There  are  many 
social  institutions  which  participate 
in  the  formation  of  attitudes  and  be- 
liefs in  children,  but  the  public 
school  was  established  and  is  main- 
tained in  our  societv  in  the  belief 
that  it  is  of  great  potential  power  in 
the  formation  of  beliefs  and  atti- 
tudes of  children,  and  thus  ultimate- 
ly of  all  of  society.  It  seeins  difficult 
to  deny  that  in  our  time  -u-e  must 
make  the  school  a  vehicle  of  enlight- 
enment about  cultural  diversitv  and 
the  problems  which  are  related  to  it. 
We  must  stop  creating  pToi-incial 
minds  which  cannot  see  farther  than 
the  nearest  frontier.  From  an  earl\ 
age  children  must  hai'e  vizid  experi- 
ence with  the  ways  of  life  of  other 
people,  and  they  must  hai-e  the 
knowledge  which  will  enable  them 
to  understand  that  essentially  men 
are  alike  and  that  in  the  long  I'iew 
differences  are  largely  superficial  and 
accidental. 

But  mere  information  is  only  a 
necessarv  condition;  it  is  not  a  suffi- 
cient one.  \Ve  must  also  bring  up 
children    with    a    predisposition    to 


face  social  as  well  as  other  problems 
on  the  basis  of  inquirv.  discussion, 
and  intelligent  action.  It  takes  a  long 
time  to  create  an  enlightened  mind- 
it  takes  infinite  skill  and  infinite  pa- 
tience. People  are  not  "naturally" 
disposed  to  inquire  into  both  sides 
of  a  problem,  to  collect  and  evaluate 
evidence  •dispassionateK.  and  to  for- 
mulate a  course  of  action  on  the 
basis  of  this  procedure.  These  are 
highly  refined  and  complex  proce- 
dures which  it  has  taken  the  race  a 
long  time  to  evolve.  It  takes  a  life- 
time to  learn  them,  and  childhood 
is  not  too  earh  a  time  to  start. 

The  issue,  then,  seeins  clear.  .\s 
school  people  we  must  be  concerned 
vsith  giving  children  knowledge  and 
with  helping  them  develop  habits 
involved  in  inquirv,  discussion,  and 
action  based  on  thought.  These  hab- 
its and  techniques  are  the  deadly 
enemies  of  the  provincial  mind.  .\s 
the  accompanv  ing  illustration  pwints 
out,  they  constitute  the  most  power- 
ful forces  we  have  in  combatting 
prejudice,  fear,  hate,  and  violence. 

Books  and  other  printed  material 
have  always  been  the  most  common 
tools  of  the  teacher,  and  books  are 
indeed  a  powerful  means  of  propa- 
gating knovsledge  and  of  enabling 
us  to  share  vicariously  in  the  experi- 
ences of  other  people.  But  the  past 
few  decades  have  seen  the  steady 
growth  of  another  medium  of  com- 
munication, which  there  is  reason 
to  believe  may  be  far  more  powerful 
in  its  effects  than  printed  material. 
This  medium  is  the  motion  picture 
and  its  near  relative,  the  filmstrip. 

The  motion  picture  is  almost 
ideallv  suited  to  the  first  of  the  two 
objectives   discussed  above.    .\t   the 


present  time  most  of  us  are  still  un- 
able to  have  first  hand  contact  with 
the  people  of  other  cultures  because 
foreign  travel  is  exjiensive  and  time- 
consuming.  But  vs-ith  the  motion 
picture,  the  world  can  literally  be 
brought  into  the  classroom.  We  can 
associate  with  people  the  world 
around  in  their  daily  lives:  we  can 
worship  with  them;  we  can  see  their 
industries,  their  arts;  and  even  more 
important,  we  can  share  in  their  val- 
ues and  their  aspirations,  their  tri- 
umphs and  their  defeats. 

The  motion  picture  can  also  dram- 
atize far  more  v  ividly  than  the 
printed  page  the  compelling  nation- 
al and  international  social  problems 
which  face  us  as  a  jjeople  todav.  .A. 
well-made  film,  skillfullv  used,  can 
stimulate  discussion,  investigation, 
and  thought  to  a  degree  impossible 
to  achieve  with  anv  other  mechum. 
Thus  by  the  wise  use  of  motion  pic- 
tures and  filmstrips  we  can  give  chil- 
dren, at  a  very  earlv  age,  the  oppor- 
tunity to  discuss  problems  of  inter- 
group  and  intercultural  relations 
and  begin  to  develop  the  attitudes 
of  tolerance,  objectivitv,  and  svm- 
pathy  which  are  so  badly  needed. 

Because  the  motion  picture  is  so 
powerful  in  its  effects,  it  is  potential- 
Iv  a  great  weapon  for  either  good  or 
evil.  Dejjending  on  how  it  is  made 
and  used,  it  can  be  prostituted  to  the 
uses  of  those  who  wish  to  app>eal  to 
the  old  prejudices  and  the  old  hates, 
or  it  can  be  used  as  a  means  to  in- 
augurate a  new  era  of  tolerance,  un- 
derstanding, and  cooperation.  To 
those  vvho  make  motion  piamies 
and  to  those  v*ho  use  them  in  the 
education  of  children,  the  challenge 
is  great. 


(continued   from   page    17) 

ropean  and  African.   Their  purpose 

is  to  train  teachers  to  meet  the  dire 

need  of  new  schools. 

Americans  All— 16mm  sound,    16 

min.;  3-year  lease.    March  of  Time, 

369  Lexington  Ave.,  New  York   17, 

N.Y. 

Intermed,  Jr,  Sr  HS,  Adult;  Soc. 

Studies,  Civics,  U.S.  Hist.,  Clubs. 

•  No  more  serious  menace  threatens 
American  democracy  than  that  of 
interracial  and  inter-religious  ha- 
treds. Despite  the  fact  that  America 
was  first  settled  by  groups  of  sup- 
pressed European  minorities,  and 
despite  the  declared  rights  of  Ameri- 
cans to  "life,  liberty,  and  the  pursuit 
of  happiness,"  there  are  those  who 
deny  these  rights  to  some  of  their 
fellowmen.  This  film  offers  a  grip- 
ping and  objective  presentation  of 
an  issue  which  concerns  every  Amer- 
ican. The  film  further  shows  how  a 
forward-looking  city  like  Springfield, 
Mass.,  offers  an  inspiring  plan  to 
other  communities  for  combatting 
prejudices— shows  how  your  school 
and  your  town  can  deal  with  the 
causes  of  this  injustice. 

Atomic  Energy— 16mm  sound,  10 
min.,  145.00.  Encyclopaedia  Britan- 
nica  Films,  Inc.,  E  B  Films  Bldg., 
Wilmette,    Illinois. 

Jr,  Sr  HS,  Col,  Adult;  Gen.  Sci., 

Chem.,  Physics,  Clubs. 

•  Care  should  be  taken  in  selecting 
this  film  in  the  light  of  the  following 
information:  While  opening  and 
closing  shots  are  of  the  Bikini  tests, 
the  body  of  the  film  describes  in  very 
complete  animated  sequences  the 
principles  of  nuclear  fission  and 
chain  reactions.  Even  though  ma- 
terial is  presented  carefully,  great 
concentration  and  re-study  are  neces- 
sary to  understand  entirely  this  most 
abstract  of  concepts.  Excellently  or- 
ganized, highly  graphic,  and  com- 
pletely visualized. 

Atomic  Power— 16mm  sound,  19 
min.;  3  yr.  lease.  March  of  Time, 
369  Lexington  Avenue,  New  York- 
17,  N.Y. 
Jr,  Sr  HS,  Col,  Adult;  World  Hist., 
U.S.  Hist.,  Clubs,  Soc.  Studies. 

•  This  film  shows  the  great  battle 
which  occurred  in  the  last  20  years 
among  the  nations  as  they  attempted 
to  discover  the  secret  of  atomic  pow- 
er. The  personalities  involved  in 
America's  struggle  for  the  release  of 


atomic  energy  are  built  around 
chronological  high  points.  The  so- 
cial significance  of  atomic  power  is 
explained  as  well  as  the  story  of  its 
development.  An  exceptionally  fine 
historical  treatment.  Correlates  well 
with  films,  Atomic  Energy,  Atom 
Bomb-Bikini  Test,  and  Atom  Test. 
Boundary  Lines— 16mm  sound,  11 
niiji..  Color,  $81.00.  International 
Film  Foundation,  1600  Broadway, 
New  York  19,  N.Y. 

Jr,  Sr  HS,  Col,  Adult;  SocioL,  U.S. 

Hist.,  Clubs. 

•  A  completely  different  animated 
film  technique  is  used  in  this  ap- 
|)roach  to  the  problem  of  intergroup 
relations.  The  theme  concerns  the 
invisible  "boundary  lines"  of  color, 
oiigin,  wealth,  and  poverty,  which 
often  result  in  the  accumulation  of 
fear  and  suspicion,  and  finally  in 
\var.  Very  forceful  presentation. 
Brotherhood  of  Man— 16mm  sound. 
Color,  $80.00.  Brandon  Films.  1600 
Broadway,  New  York,  N.Y. 

Intermed,  Jr,  Sr  HS,  Col,  Adult; 
Soc.  Studies,  Civics,  U.S.  Hist., 
Clubs. 

•  An  animated  color  cartoon  shows 
man's  new  inter-relationships  in  the 
world  today.  The  conflict  between 
our  desire  to  be  friendly  with  one 
aother  and  our  fears  and  suspicions 
is  dramatically  told.  The  film  shows 
how  the  alleged  differences  between 
national  and  racial  groups  cannot  be 
upheld  when  true  understandings 
of  biological  similarities  are  under- 
stood. Closing  scenes  show  the  ne- 
cessity for  international  understand- 
ing. 

Children  of  Tragedy— 16nim  sound, 
22  min.;  Deposit.  Save  the  Children 
Federation,  1  Madison  Ave.,  New 
York   10,  N.Y. 

/(,  Sr  HS,  Col,  Adult;  World  Hist., 

Civics,  Clubs. 

•  An  effective  story  of  the  conditions 
in  Northern  Europe  after  World 
War  II.  Special  emphasis  reveals 
the  devastating  plight  of  the  chil- 
tlren  of  the  stricken  areas.  The 
struggle  to  rebuild,  the  necessity  for 
education  along  democratic  ways  of 
thinking  and  acting  are  told.  The 
film  suggests  that  the  viewer  become 
one  of  a  group  to  sponsor  a  needy 
child  or  school,  and  to  assist  in  the 
collection  ol  materials,  food,  etc.,  to 
be  sent  to  them. 

Democracy  and  Despotism  —  16mm 
sound,  10  min.,  $90.00.    Encyclopae- 


dia Britannica  Films,  Inc.,  E  B- 
Films  Bldg.,  Wilmette,  111. 

Sr   HS,    Col,    Adult;    U.S.    Hist., 

Clubs. 

•  An  effective  means  of  making  spe- 
cific and  concrete  a  set  of  character- 
istics by  which  one  can  identify  the 
presence  or  absence  of  a  democratic 
lorm.  The  film  identifies  democracy 
by  its  signs  —  shared  respect  and 
shared  power.  The  film  showi  that 
these  signs  of  democracy  flourish  or 
wane  in  the  presence  or  absence  of 
enlightenment  and  economic  bal- 
ance. The  second  half  of  the  film 
shows  how  one  can  identify  one's 
own  community  with  respect  to  the 
degree  that  it  lives  under  a  complete 
or  incomplete  democratic  form. 
Millions  of  Us-16mm  sound,  $90.00. 
Brandon  Films,  1600  Broadway,  New 
York,  N.  Y. 

Sr  HS,  Col,  Adult;  Soc.  Studies, 
Econ.,  U.  S.  Hist.,  Clubs. 

•  While  casting  around  for  re-em- 
ployment during  a  depression  peri- 
od, a  typical  worker  applies  for  a 
position  as  strike  breaker.  As  such, 
he  listens  to  representatives  of  or- 
ganized labor  explain  the  viewpoint 
of  a  striker.  While  the  purpose  of 
the  film  is  definitely  to  promote  un- 
ion organization,  it  is  a  viewpoint 
which  should  be  known  by  students 
of  the  subject,  and  is  useful  as  such. 
One  People— 16mm  sound.  Color, 
10  min.;  Deposit.  Anti-Defamation 
League,  212  Fifth  Ave.,  New  York 
10,  N.  Y. 

Jr,  Sr  HS,  Col,  Adult;  Soc.  Studies, 
Social.,  U.S.  Hist.,  Clubs. 

•  The  purpose  of  this  film  is  to  show 
that  America  is  a  nation  of  nations, 
a  people  of  peoples,  a  land  of  immi- 
grants. It  presents  a  case  for  equal 
opportunities  and  no  discrimination; 
studies  origins  of  American  people, 
our  immigration  policy,  and  stresses 
brotherhood  and  understanding. 
Our  Flag— 16mm,  11  min..  Color; 
Cost,  $85.00.  Simmel-Meservey,  Inc., 
321  S.  Beverly  Dr.,  Beverly  Hills, 
Calif. 

Prim.,  Intermed.,  Jr,  Sr  HS;  Civics, 
(hiidance,  Soc.  Studies. 

•  An  inspiring  and  moving  story  of 
om-  country's  flag  and  its  meaning. 
I'he  customs  and  traditions  sur- 
rounding the  flag  are  explained  in 
a  direct,  meaningful  manner  that 
will  motivate  a  ne\er-to-be-foi^otten 
respect  for  our  national  emblem. 

(continued    on    pace    36) 


20 


SEE     AND     HEAR 


.  have  inherited  a  building, 

in  reasonably  good  repair, 

but  not  yet  finish~* 


vitalising  PRACTICAl  pairioiism 


by  William   H.   Hartley 

Stale  Teachers  CnUeire.  Towsnn.  Miiryla 


ud 


SHORILV  AFTER  WORLD 
WAR  I,  a  wave  of  reaction 
swept  our  country.  This 
leadion  a])ijlied  not  only  to  ilii' 
economic  and  political  activities  of 
the  United  States,  but  to  its  moral 
ami  spiiitiial  lite  as  well.  It  became 
"smart"  to  speak  in  derogatory 
phrases  when  referring  to  the  crusad- 
ing spirit  and  zeal  for  democracy 
whidi  accompanied  oin-  entraiKe 
into  the  war.  The  slogan,  "Make  the 
World  Safe  for  Democracy,"  became 
a  jeer,  and  those  who  spoke  with 
pride  concerning  any  aspect  ol  .Amer- 
ica's past  were  labeled  "Hag  wavers" 
and  "professional  |)atriots."  Depre- 
liation  was  the  style  and  cxnicism 
flourished. 

It  took  a  second  World  War  to 
teach  us  the  value  of  practical  pa- 
triotism. .\.s  our  way  of  life  became 
threatened  by  power-mad  dictators 
and  foreign-fxjrn  "isms",  there  came 
to  us  a  realization  that  the  ad\an- 
lages  which  we  possessed  were  worth 
lighting  for.  The  close  of  the  wai 
with   its  international   chaos   has 


l)i<>ughl  home  to  nianv  .\miii(ans 
the  del einii nation  lo  hold  last  lo 
their  helitage  of  freedom.  So  the 
Kieedom  Train  rolls  and  in  its  wake 
lea\es  an  aroused  interest  in  our 
(ountrv's  past,   present,  and  future. 

Realizing  the  need  for  youth  to  be 
ledeilicated  continuously  to  the 
ideals  of  freedom,  the  National  Ed- 
ucation .Association's  Department  of 
SeeondaiN  Teachers  api)i()ached  a 
national  publication*  with  a  jjlan 
lor  a  series  ol  lilmslrips  to  tell  the 
storN  ol  how  we  concei\ed  and  won 
oiu  lights  and  what  must  be  tlone 
if  we  aie  to  retain  them.  Enlisting  a 
group  of  outstanding  educators  and 
historians,  six  authoritati\e  lilm- 
slrips called  Our  Ameruan  Herii- 
ai:,r**  have  been  produced. 

One  might  very  properly  raise  the 
tpiestion:  How  can  the  presentation 
of  a  series  ot  projected  ])ictures  as- 
sist  in   the  maintenance  and   exten- 


Reader's  Digest 

Our  American  Heritage,  scries  of  six  Tcach-O- 
Kilmstrips.  about  45  frames  each;  prite.  SI9..'>(I. 
Popular  Siience  Publishing  Company.  .1.53 
tourth    Avenue.   New   ^'ork.   N.   Y. 


siou  ol  tkiiioii<iii(  ideals"'  I  he  an- 
swer lies  in  the  nature  of  the  filmstrip 
as  a  teaching  tool.  In  the  light  ol 
the  ediuational  objective  under  con- 
sideration, the  lilmsirip  possesses  the 
following  potentialities: 

1.  It  presents  a  series  of  dramatic 
pictures,  charts,  cartoons  and  maps 
to  l)uild  uj)  a  background  of  under- 
standing concerning  our  traditions 
and  institutions.  Presented  in  logical 
or  chronological  order,  these  visual 
rejjresentations  help  to  tell  the  story 
ol  lieedom's  progress.  They  furnish 
students  with  a  basic  minimum  of 
lads  upon  which  they  may  base  their 
thinking. 

2.  The  pictures  should  arouse  in 
the  students  a  feeling  of  pride  in 
their  heritage.  They  should  not. 
however,  leave  the  class  with  a  be- 
nign feeling  that  a  state  of  perfec- 
lion  has  been  reached  and  all  that 
the  present  generation  needs  to  do 
is  to  relax  and  enjoy  the  fruits  of 
their  ancestors'  labor.  Democracy 
must  be  realistically  presented  with 

(c;  C)  N    I    1  .\  f  F  D      ON      P  A  G  li      3  0) 


Tlie 


cues  III  top  oiul  hdllinii  nf  //i/\  piifii   ini-  Irum  (lit   Ann  i  ii  nil  Ihriliiiic  liiiislril>s  notril  ahnve. 


FEBRUARY 


19  4  8 


21 


A  fine  map  of  the 
'Ouhii  two  or  mnrr 


Island  oj  Oaliu  shows  the  location  of  schools.    In  )iniil 
srliool  levels  arc  sometimes  housed  in  one  plant. 


OAHU 


by  Helen  Hanawalt  Griggs 

Field  .Assistant.  Oalni  Schools, 
Territory  of  Hawaii 

ADIO-VlSLIAL  EdI'OATION  I.N 
Oahu  has  received  new  su])- 
pori.  One  year  ago,  district 
rLorgani/aiion  made  it  possible  to 
establish  a  full-time  position  of  Field 
Assistant  in  AudioA'isiial  Education 
to  serve  the  si\iy-(i\e  public  schools 
on  Oahu. 

The  old  Office  of  C;i\  ilian  Defense 
has  become  a  central  depositor)  for 
audi()-\isual  materials  — a  fire-proof 
air-conditioned  buildinsj  with  twelve- 
inch  reinforced  concrete  walls.  In- 
terior walls  are  sound  proofed  and 
there  are  electric  oiulets  to  spare. 

Oin-  second  concern  was  to  get  ma- 
terials and  to  develop  ways  for  cir- 
culating and  maintaining  them.  Ma- 
terials already  a\ailable  were  pre- 
\  icwed  in  older  to  find  out  ^vhether 
they  contributed  to  units  within  om 
curriculum.  Desirable  sponsored 
materials  were  pifKined  on  an  ex- 
tended loan  basis,  because  of  the  un- 
certainties of  transportation  (onnec- 
tions  ^\ith  the  mainland. 


VISUAL  EDUCATION  PATTERN 


All  of  our  work,  planning  and  material  assembly  is  for  the  enrichment 
of  learning  situations  for  sttch  young  people  as  these.  Our  objective  could 
not  be  higher.  {All  pictures  by  Hideo  Niiyama,  Kroshaiu  Studio  of  Photo- 
graphy, Honolulu,  T.H.) 


i  lie  Di\  isioiis  of  Health  Educa- 
lion,  Dental  Hygiene,  and  Home 
Economics,  which  are  lesponsililc  for 
tcrritor\-wide  education  in  their  spe- 
cific fields,  placed  dims,  which  they 
were  able  to  purdiasi'.  in  our  audio- 
\  isual  center. 

To  increase  the  number  of  films 
a\ailahle  to  each  school  and  to  pre- 
\eni  unnecessary  duplication,  o  u  r 
senior  high-school  principals  and 
auilio-\  isual  (oordinators  .igreed  to 
pool  the  films  they  had  and  to  pur- 
chase as  many  as  possible  during  ihc 
|>reseiit  scIkkjI  year. 

Our  audio-\  isual  resources  were 
meagre.  We  began  lo  look  tor  addi- 
tional means  with  which  to  increase 
our  supply  of  materials.  .St^condary 
schools  are  authori/ed  to  collect  an 
audio-visual  fee  of  fifty  cents  per 
pupil  per  year.  This  year  senior  and 
junior  high  schools  will  set  aside  ten 
cents  of  each  audio-\  isual  fee  for  the 


22 


SEE     AND     HEAR 


1)111  ( li.i^L'  ot  iilins  lo  l)c  deposited  in 

lllf    CCIlttl. 

The  plan  lo  ( oiiii  ibiiic  to  tlic  cen- 
tral film  pool  is  gaining  nionienmni. 
Science,  physical  education,  librarx. 
and  social  studies  de|)aiinKiUs  ])iii- 
chased  films  as  insliiiciional  mate- 
rials and  placed  I  hem  in  our  deposi- 
tory tor  circulation  and  maintenance. 
A  seiiioi'  class  jnst  piiixhased  a  much 
needed  film:  one  ol  the  elementarv 
schools  i)()iiglu  a  new  color  lihii  i<i 
recipnx  ale  tor  the  use  iheschoi)!  ha^ 
alreach  iiuuic  ol  oiii  liliiis;  .iiui  iwo 
|iri\.ile  schools  ha\e  joined  ihe  pool, 
Oui  junior  hii;h  schools  ha\c'  also 
liii;iin  a  |)ool  ol  liicii  own  and  seem 
l•lllhll^iastic  in  helping  its  extension. 
I  he  idea  of  ])Ooling  motion-pictme 
lilnis  has  mo\ed  alK-.icI  wiili  slai'tling 


iiators  were  scheduled  to  familiarize 
teachers  with  the  use  of  the  various 
i\pes  of  ei|uipmeni  available,  and  to 
train  and  certify  soinid  projecioi'  op- 
erators. To  dale  one  iiundred  and 
eleven  persons  ii.nc-  bcin  (ciiilied. 

Our  major  atleniion  lias  l)een  cen- 
tered on  placing  as  main  illustrative 
materials  as  possible  in  the  hands  of 
classroom  teachers  lor  enriching  the 
experience  ol  om^  school  children, 
but  we  h.i\e  liird  lo  sci  ii|)  a  louliiie 
which  would  ai  llie  same  time  en- 
(oiii.igc  .ippio\i(l  ulili/aiion  ])rac- 
tices.  We  allow  loaniil  nialelials  lo 
remain  al  .ni\  one  school  long 
enough  lo  pel  mil  teachers  to  preview 
ihem  before  showing  and  lo  reshow 
them  when  desirable.  I'he  corre- 
lated use  of  a  \ariet\  of  types  of  au- 


moiuh.  At  these  meetings,  which 
are  held  in  the  audio-visual  build- 
ing, coordinators  receive  o  ti  t  1  i  n  e 
guides  on  the  use  of  materials  and 
eipiipment,  film  descriptions,  and 
lists  of  new  materials.  This  informa- 
tion is  miiiieogia])hed  on  perioraled 
sheets  and  jjlaied  in  each  coordina- 
tor's audio-\  isiial  loldei.  Duplicate 
folders  and  m.iiei  ials  are  sent  to  ev- 
er\  school  pi  incipal.  We  plan  to  con- 
solidate the  film  descriptions  and 
oiher  lists  of  axailable  materials  into 
a  catalog  for  use  by  classroom  teach- 
ers. .After  the  outline  teaching  guides 
have  been  examined,  tried,  and  re- 
vised by  groups  of  teachers,  we  plan 
lo  incorporate  their  suggesiions  into 
a  utili/a.tion  handbook. 

Each   gioup  of   coordinators   iuiic- 


Mri'liiigs    arc    In  Id    iit    monthly    intervals    among    the 
nndio-i'isual  i Dorflinators  of  the  secondary  s( hoots. 


Xou<  used  as  an  audio-fisual  center  jor  Uahii  schools, 
this  hiiildini^  once  sewed  as  control  center  for  the  OCD. 


suppoil  .uul  (oiiuiuiiiilv  inlcrest.  All 
films  ic  irell  as  all  oin  materials  and 
iijiiipment  are  i  ni  iiliiled  leilhoiit 
I  Inn  or. 

.Schools  ma\  check  oui  on  loan  an\ 
of  our  projection  ecpiipment  which 
includes  four  sound  projectors,  two 
standard  lantern-slide  |)rojectors. 
three  tri-purpose  lilmsiii])  .ind  2"  x 
2"  slide  projectors,  three  iranscrip- 
lioii  turntables,  iwo  portable  phono- 
grajjlis,  a  disc  recorder  with  radio 
receiving  set,  an  overhead  projector 
and  two  opacpie  projectors.  -At  least 
twenty  schools  are  waiting  for  deliv- 
ery of  the  sound  projectors  which 
they  expect  during  this  current  year. 
To  guarantee  that  their  films 
would  secure  as  skillful  handling  as 
jx)ssible,  meetings  ol  scIuhiI   coordi- 


dio-\  isual  materials  is  encouraged  b\ 
recommending  a  \ariety  of  materials 
lor  each  instructional  unit  and  by 
suggesting  additions  when  teachers 
make  definite  requests. 

The  audio-visual  coordinator  of 
each  school  is  theoretically  the  per- 
son who  represents  the  school  in 
making  arrangements  to  secure  au- 
dio-yisual  materials.  7Wo  ol  our 
school  coordinators  are  now  relieved 
of  pari  of  their  teaching  load  in  or- 
der to  handle  this  responsibilitv 
more  effitienth.  In  our  larger  high 
schools,  the  department  head  directs 
the  audio-visual  activities  for  his  spe- 
cific department. 

.Audio-visual  coordinators  liom  ilu- 
elementary  schools  and  secondary 
coordinatois    meet    regularly    each 


tions  as  a  pi ev  lew  or  evaluaiion  com- 
mittee. Each  coordinator  is  encour- 
aged to  take  back  lo  the  teachers  in 
his  school  the  information  he  re- 
ceives at  the  monthly  meeting. 

Our  key  emphasis  in  the  utili/a- 
lion  oi  audio-visual  materials  has 
been  their  integiaiion  into  the  cur- 
litiilum.  .Monthly  jjrograms  lor  ele- 
meniary  coordinators  have  been  fo- 
cused on  audio-visual  resources 
which  teachers  can  use  tcj  provide 
greater  reality  in  experience  for  units 
of  instruction  developed  for  each 
grade  level  bv  .Miss  Elizabeth  Collins 
in  her  "Handbook  lor  Elementary 
Teachers  ot  the  I'ublic  Schools  of 
Hawaii."  This  book  has  been  issued 
lo   all    elementary    teachers.    Corre- 

(C  O  N  T  I  N  U  K  D     O  .N      PACK      31) 


F  E  B  R  U  .A  R  V 


19  4  8 


23 


Thr  Ixra'crfiil  incdiuin  itf   iiidio  works  for  dcuunrmy  lit    lliis   i  lass)  (imii    xidio    hrudddist    to   I'Inliidt  Ijjiita   Schooli. 


DEMOCRACY  AT  WORK 


by  Gertrude  Novoko\sky 
Radio    AssistcnjI,   Philadelphia    Public    Schools 


WHAT  IS  RADIO  in  ilu 
(lassrooni  doins;  aboui 
l)ctleriiiu  iniersjr()U|)  if 
lations?  Ho^v  do  schools  broacicasi 
aid  ill  fostering  deniotratic  atiiiudes 
and  behavior  of  a  socially  desirable 
nature? 

The  answers  to  some  of  these  piob- 
lems  may  be  seen  in  Philadelphia 
public  schools.  Every  week,  two  liun 
dred  and  ihirty-six  thousand  pupils 
in  ninety-two  per  cent  of  the  public 
schools  hear  radio  programs  as  pait 
of  their  classroom  acti\ities.  Broad- 
casts are  })lainied  that  bring  into  ilie 
classrcjom  leal  demotrac). 

The  Philadelphia  Radio  Rosiei 
includes  sixteen  programs  each  week 
from  kindergaiten  thiough  gi  ade 
twelve,  in  \arious  s  u  fj  j  e  c  t  fields. 
Whether  in  music,  science,  social 
studies,  or  literature,  the  radio 
broadcast  emphasis  is  upon  the  lad 
that  (i)ntribiitions  ha\e  been  madi- 
b\  man\  races  and  main  peoples. 
In  bioatlcasting  aiiout  other  lands, 
attempts  are  made  to  foster  an  ap- 
preciation of  the  art,  music,  or  scien- 
iili<  dis((>\ cries  that  have  grown  out 
ol  o  I  ii  (  I  (uliures.  Broadcasts  arc 
plainied  thai  stimulate  free  discus- 
sion. Programs  arc  platMied  to  build 
an  understanding  and  an  apprecia- 
tion ol  all  |)eoplc-. 

.Most  significani  is  ilu-  cHecli\e 
ulili/alion    ol    these     j)rograms    l)\ 


teacliers  as  a  regular  part  of  class- 
loom  instruction.  T  e  a  c  h  e  r  s  ha\e 
lound  that  a  radio  program  can  be  a 
\ahiable  educational  ex])erience. 

Training  in  good  intergroup  rela- 
tions becomes  a  pleasant  process 
when  it  is  accom])lished  by  a  pro- 
giam  like  "The  Ameiican  .\d\en- 
ture."  In  this,  the  IVcslward  Ho! 
edition,  an  imaginary  character  in 
I  he  jjerson  of  Uncle  Pele  Stoner 
crosses  the  United  States  on  Route 
.'{0,  starting  from  Philadelphia.  What 
.in  opportunitx  to  learn  the  customs 
ptculiai  to  the  peojile  of  \arioiis 
conmuinilies:  The  Penirs\]\ania 
(.ermans.  ihc  Morax  ians.  llic'  "Klat 
Kis"  ol  the  Ohio  Ri\er.  the  Indians, 
tile  larmeis  of  the  plains,  and  the 
Mormons!  Lives  of  historical  figures 
with  their  old-world  backgrounds, 
such  as  C;hristopher  Ludwick,  .Mad 
Anthoiix  Wayne,  .\nclrew  (larnegie. 
Biitlalo  Bill,  and  )im  Bridgei .  are 
also  presented.  Better  understanding 
ol  .ill  pe()|jles  comes  to  our  children 
iliiDiigh  ihe  conn  ibulions  mack  l)\ 
lluse  groii]>s  and  men.  All  lia\e 
served,  and  we  who  lollow  .iltei, 
gain. 

Anotlui  program  available  to  the 
I'liiladelpliia  teachers,  "Once  I'pon 
.\  Time",  dramatizes  "stories  our 
world  neighbors  tell."  presenting 
nivlhs  and  legends  ol  all  countries 
in  such  a   wa\    thai   world   neighbors 


take  on  a  new  importance.  The  sto- 
ries enlarge  the  concepts  of  the 
\oung  audience  and  make  for  a  hap- 
\>kr  understanding  of  all  the  ]>eo- 
|jles  of  the  earth. 

"Magic  of  Books,"  brings  a  col- 
lection of  dramatized  stories  about 
|)eople.  leal  and  fictional,  who  have 
contributed  something  of  value  to 
all  ol  us.  Included  in  the  series  are 
stories  ol  some  of  the  world's  most 
lamous  composers.  The  music  of 
these  men  is  presented  in  a  music 
appreciation  series,  "Music  in  the 
.Air."  Not  long  ago.  while  \isiting 
with  a  class  during  a  broadcast,  a 
child  was  heard  lo  make  this  remark. 
'I  hose  lellows,  Ha\dn  and  Handel 
and  Sc  huberi— ihe\  were  prett\  keen 
musicians.  They  were  good  Ger- 
mans, weren't  the\?" 

"Exploring  .Music  \\'ith  Mars  \an 
Doien.  "  a  nationallv  known  pianist 
and  musician.  e\er\  Tuesda)  morn- 
ing is  anoihei  pleasurable  and  valu- 
able experience.  After  Marv  \'an 
Doren's  |)rogiaiii.  children  enter 
upon  a  \ariety  of  activities.  Some 
of  them  paint  in  free  style  what  the 
iiuisic  has  suggested  to  them.  Some- 
times as  a  class  project,  frie/es  are 
painted  illustrating  the  music.  Boys 
and  girls  keep  notebooks  and  scrap- 
books  on  musicians,  on  m  u  s  i  c  a  I 
lorins.  on  newspajjer  stories  of  musi- 
cal e  \  e  n  t  s  and  personalities.  The 


24 


SEE     AND     HE.4R 


proi^raiii  siiiiuil;itc">  creati\c  individ- 
iial  and  srou])  atiivities  that  judl  all 
ihc  incnibiTs  ol  the  (hiss  "iiilo  liu- 
circle." 

A  new  and  \ci\  welcome  ackliiioii 
lo  the  radio  scene  this  year  is  the 
popular  "Wiffils"  series.  These 
health  and  safet\  broadcasts  leatiire 
a  typical  .Vmerican  family,  all  ol 
wliom  encounter  daily  experieiues 
that  contriluite  to  better  family  and 
(oiiiniiinitv  relationships,  and  to 
f^ieater  respect  lor  the  riuhts  ol  peo- 
ple. 

"Science  Is  Fini"  stiesses  the  inter- 
dependence of  mankind.  It  tries  to 
show  that  scientists  of  all  national- 
ities and  all  rcliu;ions  ha\e  (ontiil)- 
iited  to  the  welfaie  ol  mankind. 

A  prouram  foi  elementary  grades 
called  "I'rip  To  the  Zoo"  begins 
with  a  fanciUiI  tale  about  an  animal, 
which  is  followed  by  scientilic  fa(is 
regarding  the  animal  anci  its  habitat. 
This  leads  in  an  interest  in  geog- 
ia|)h\ . 

I  he  xocational  guidance  program 
is  an  effective  tool  in  educating  lor 
citizenship.  E  a  c  h  w  e  e  k  "Careei 
Forum"  brings  to  the  microphone 
s«me  outstanding  personality  of  the 
business  or  professional  vvorld.  These 
guest  speakers  conduct  seminars  in 
the  different  vocational  fields:  cjues- 
lions  are  asked  by  a  panel  ol  xoinii^- 
slrrs  representing  puhln .  jirii'nte, 
and    parochidi    sehooh:    and    when 


.\rthur  Kaufman,  department  store 
exe(iiti\i',  emphasizes  "the  ])lain  e\- 
(■i\da\  neiessity  ol  getting  a  I  o  n  i; 
with  lellow-\\<)rkers,  ■  the  (oiue])t  ol 
so(  i.d  relationships  begins  to  lake 
shape. 

lime  and  time  again  (|uesiions 
have  been  asked  b\  this  panel  about 
the  empl(i\  infill  sii  ii.ii  ion  for  colored 
l)o\s  .ind  gills.  Do  you  think  colored 
and  vvhites  have  ecjual  <)pportunit\  ■■ 
C'an  a  colored  boy  get  a  joij  as  .111 
engineer?  .\re  there  an\  jobs  lor 
colored  bo\s  other  ili.iii  iiiiskilli-d 
in  the  building  cr)nstruclion  lield?  Is 
discrimination  practiced  in  the  tin 
ions.'  Questions  like  these  |)i)iiii  ii|) 
the  problems  and  make  \oimg  peo 
pie  aware  (hat  lhe\  ha\e  a  stake  in 
democrac)'. 

Another  program  whi(h  111  e  1  i  1  s 
pailidilai  attenlioii  .is  an  rxaiiiplr 
ol  iiuergroup  relations  is  "[uiiioi 
1  own  Meeting."  a  secondaiN  school 
program.  Designed  to  helj)  vouth  ol 
today  build  lor  a  bettei  lomoriow. 
its  purpose  is  lo  keep  \oiiiig  America 
inlormed,  to  activate  its  inuiesi  in 
( i\  ic  life,  and  to  educate  it  in  ilie 
|)iinciples  of  democracy.  Here  is  .111 
example  where  for  the  Inst  time  in 
the  city's  history,  all  types  of  schools 
—public,  private,  parochial.  Protest- 
am.  Catholic— have  worked  togeilui 
on  a  common  undertaking.  ()}i  a 
"jiuiKir  Toien  Meeting"  piogiani. 
Ilieie  may  he  im  hided  in  the  student 


panel,  Xegro  and  ivhite  pupils, 
i'reneli  and  Chinese.  They  are  se- 
le(  ted  heiauu-  the\  are  outstanding 
pupils. 

.\noiher  |)atlein  lor  attack  on  this 
|)i()l)lem  is  represeiued  in  "Within 
Our  Gates."  This  series  is  prepaied 
in  cooperation  with  the  IMiiladel- 
]>lii.i  Kellowshii)  Commission  with 
I  lie  purpose  ol  "reaching  into  the 
heart  and  inner  emotions  ol  men. 
women,  and  children  of  all  ages  and 
make  them  realize  how  truly  inter- 
dependent we  all  are."  "Within  Oin 
C.atcs"  diamatized  the  lite  stories  ol 
|)i()|)le  from  various  racial  and  na- 
lional  stocks  who  have  contributed 
10  the  well-being  ol  mankind. 

\\c-  have  listed  oiiK  a  lew  ol  tin- 
many  programs  designed  to  iucieasc- 
democratic  attitudes  and  behavicir. 
Am  values  that  these  broadcasts  may 
possess  lie,  of  course,  principally  with 
the  teachers  using  the  programs  in 
their  classrooms.  As  a  motivating 
force,  as  an  integrating  force,  radio's 
power  is  tremendous.  It  is,  however, 
only  a  tool.  It  is  successful  only  as 
teachers  make  wise  and  intelligent 
use  of  this  tool.  "Group-understand- 
ing "  has  been  termed  "democracy's 
unlmished  business.  "  If,  through  the 
ijower  of  radio  in  the  classroom,  this 
■unlinished  business"  can  he  satis- 
lactorally  cleared  —  let  us.  bv  all 
means  do  so. 

Let  us  see  more  Demucraiy  at 
u'oyI:! 


Respect  for  good  icork  a<  complished 
by  skillful  men  regardless  of  color, 
creed  or  harkground  is  ini  ideated 
by  another  weekly  Philadelphia 
school  broadcast. 


FEBRUARY     •      1948 


25 


'I  lit-  aiifllfjui'  I'aitii  ilKitiou  iit  the  film 
foriDii  "Is  Demucrncy  Working  iti  Humati 
Relaliniii?"  irns  broadcast  to  a  potential 
listening  aiutienie  of  twe  millions  in  the  tri- 
state  aira   ot   Inrtimiit.  Midiigan   and   Ohio. 


FILM 
FORUM 


TECHIVIOUES 


By   Robert   LaFoUette 

Director,  Soi  ial  Siicnic  l)cj)l.. 
Ball   State    Teachers    College, 
Miincie.  Indiana. 


WHA  r  is  a  film  loniiii?  Briefly, 
i(  is  a  group  distussion  based 
upon  a  motion-picture  film.  The 
group  participates  in  a  forum  dis- 
cussion of  a  film  lor  the  purpose  of 
clarifying  the  understanding  of  basic 
issues  in  public  affairs,  economic, 
social,  and  political.  As  informal 
adidt  ediuation.  the  iiiiii  forum  uses 
a  new  mediiun  of  coimniuiicaiion  as 
a  device  for  stimulating  group  dis- 
cussion. It  is  ''talliing  back"  to  a 
motion  pictme  which  has  starleil 
ihoughi.  The  sponsors  of  the  loiiun 
do  not  necessarily  agree  with  the 
thesis  of  the  film  and  in\  ite  the  most 
searching  analysis.  Like  anv  forum 
it  is  betier  loi  it  to  Ix'  on  the  paiicin 
of  a  neighborhood  meeting  than  on 
that  of  a  mass  rallv.  It  is  not  mass 
enteriainment,  rather  it  is  for  the 
thinking  few.  Its  significance  may 
not  be  measured  by  counting  heads. 


Fiim  toriuiis,  like  any  forums,  must 
be  carefully  planned.  A  series  of 
fonuns  will  pro\e  more  effcctixe  if 
plainied  to  de\elop  a  theme.  Sensi- 
tive to  the  iniderlying  trends  in  so- 
ciety, the  planning  connniiiec  or 
indi\idual  will  search  diligent  1\  to 
fmd  films  (docinnentaries,  tele- 
scopetl  commercials  or  news  reels) 
which  reveal  vital  moving  ideas  of 
our  era.  Visualized  concepts  will  be 
concrete,  bridging  the  gap  between 
the  citizen  and  his  cornmunity  by  de- 
jjicting  actual  conditions  and  people. 
.Xaiiualh.  whether  the  core  idea  in- 
\olves  conmuniitN  planning,  inter- 
cultural  education,  winning  the 
peace,  conserving  natural  human  re- 
soiuces.  Inunan  relations,  or  recon- 
struction and  rehabilitation,  the 
(lioice  of  theme  will  be  limited  by 
availability  of  functional  films.  The 
choice  of  films  is  crucial.  The  docu- 
inentar\  discerns  liic  dramatic  in  the 
actual.  Ihe  fact  film  makes  facts  the 
raw  material. 

Oxercoining  Iiarriers  of  s|)a( c.  liack- 
groiuid,  and  lime,  the  film  shoidd 
presein  a  Iniman  situation.  To  make 
an  impression  on  humanity,  the  fifm 


must  itsell  l)c  lilmed  with  himianitv. 
The  dociunenlarv  Idm  opens  u]j  new 
horizons  through  additional  dimen- 
sions and  shares  with  the  radio  the 
preser\ation  of  the  materials  of  civic 
obser\ation.  The  film  is  as  mucli  a 
reference  as  a  fjook  and  similarh 
aids  as  a  basis  for  an  informed  pub- 
iic  opinion.  The  arousing  and  sus- 
taining of  interest  by  revealing  real- 
il^.  not  icish  fulfillment .  on  the 
screen  will  be  facifitated  by  <]uality 
photography  and  sound  track.  The 
talking  motion  picture  has  become 
an  institiuion,  bin  don't  be  afraid  of 
tfie  silent  fiim  for  the  silent  has 
flexibility.  Balance  is  the  thing  to  be 
striven  for  in  tvpes  of  films,  methods 
of  utili/ation,  and  in  purposes  for 
which  they  are  used. 

The  film  serves  as  a  "come  on," 
it  brings  out  the  people,  and  builds 
group  rajjport.  The  |)ublicit\  must 
be  out  well  in  adxance  as  an  oxer-all 
co\eragc.  Follow-up  stories  vili  in- 
dividualize successive  forums  and 
ser\e  as  concurrent  reminders.  .\t- 
lracti\e.  colorful  and  well-made  post- 
ers slraiegicalK  placetl  will  hel]). 
Usually  names  of  actors  fiave  little 
|inl:)licitv  appeal.  In  a  docinnentary. 
for  example,  the  actors  are  ordinary 
nun.  women  anil  children  —  people 
going  about  their  exeryda\  life  in 
factory,  or  farm,  in  a  mining  camp, 
on  a  (am])us.  or  in  |)ubli(  alfairs. 
Obxioiish,  a  limeh  subjeil  well 
plirased  attracts  attendance  and  pro- 
motes parlici|)ation. 


26 


SEE     AND     HE.\R 


The  sroi'p  oiRc  aiiiactcd  to  die 
meeting  place  must  not  be  disap- 
pointed. The  setting  in  which  the 
lihii  loiuni  is  held  is  important.  .\ii 
atlia(ti\i-  loom  with  a  iiiaximum 
eapa(it\  ol  two  hundred  iiti\.  uiili 
good  liglit  and  acoustics,  is  suggested. 
It  slioiild  be  well  \entilated  and 
properh  heated.  Large  oscillating 
fans  should  be  provided  in  summer. 
.Steaming,  perspiring,  uncomfortable 
peo|)le  do  not  make  good  or  |)atiii)t 
discussants. 

Be  sure  the  biiilcling  is  open  on 
time.  Know  tliai  the  room  is  ready. 
Be  certain  that  the  film  and  jirojec- 
tor  are  a\aiial)le.  Cliieck  with  the 
operator  as  to  jilace  and  hour.  .Ar- 
range for  quick  control  ol  lighting 
so  that  there  will  be  no  fumljling  in 
the  dark.  Tlie  film  mav  well  be  sup- 
piemenied  l)\  a  number  of  \er\  el- 
let  ti\e  maps  ami  charts  and  other 
iwo-ditnensional   material. 

.\tter  the  lilni  has  been  screened  in 
advance  and  analyticallv  e\aluated 
in  relation  to  the  particular  pros- 
|>ecti\e  audience,  the  forum  manage- 
ment is  read\.  Begin  the  forum  on 
time  and  definitely  limit  the  question 
period.  The  people  attending  ha\e 
other  obligations  and  thev  should 
know  that  the  forum  will  not  go 
beyond  a  specified  time.  Vou  want 
them  to  come  to  the  next  meeting. 
Nfake  the  introduction  short  and 
snapp\.  consuming  not  more  than 
a  few  minutes.  At  the  close  of  the 
film  showing  get  announcements 
made  before  discussiii"   the   films. 


'I  he  loium  leader  is  interested  in 
an  active,  critical  \iewing  of  the  film 
in  an  examination  of  the  key  as- 
sumptions, l-.nt  aurage  persons  to  jot 
down  memoranda  of  questions  or 
ideas  wliich  occur  to  them  as  Ihey 
vieiv  the  picture.  Ir  is  a  "wh.at  do 
vot  rHiNK"  cH.M.i.KNGF.  Ask  that 
they  have  ready  their  areas  of  inter- 
est, the  areas  the\  wished  explored. 
Be  prepared  to  talk  back  to  the  ])i(- 
tuie.  Talking  back  lo  tin-  picture 
tends  to  make  the  discussion  more 
objective.  The  forum  leader  is  not 
serving  as  final  authority.  He  .should 
talk  little  and  refer  the  cpiestions  to 
the  audience,  which  ma\  include  re- 
source persons  ;\ho  aie  especiallv 
well  inlbrmed  on  the  particular 
issues.  Terminate  the  di.scussion  as 
soon  as  the  peak  of  interest  is  passed, 
don't  let  it  linger  on. 

A  panel  ot  lour  to  six  peisoiis  m.i\ 
be  Used,  especialh  il  thegiou])  tends 
to  be  large.  In  an\  e\eiit  the  moder- 
ator desires  that  facts  be  brought  to 
the  surface  and  fair  conclusions 
formed  or.  at  least,  ideas  circulated. 
It  should  be  thoroughh  ini])ailial 
and  provide  a  free  and  open  iucpiirv 
into  problems  of  public  concern. 
Film  forums  have  group  appeal  as 
learning  something  in  compaiiv  with 
otfiers.  A  good  idea  tinged  with 
emotion  has  real  ])iish  and  mav  pro- 
vide a  mood,  hut  controversial  sub- 
jects may  be  considered  without 
bitterness.  The  leader  helps  to  ex- 
plore but  does  not  make  the  de- 
cisions. 


.\ids  to  creative  forums  are  found 
ill  the  distribution  of  reading  lists 
in  advance.  .\  single  sheet  of  back- 
ground facts  and  cjiiestions  proves 
suggestive.  Librarv  exhibits  and 
book  displays  are  further  supple- 
ments. Film  forums  increase  the  use 
of  books  in  follow-up  study. 

I'he  ladois  determining  liu-  suc- 
cess of  any  forum  may  be  present 
as  criteria  for  ev  aluating  film  forums: 

1.  Films  must  be  selected  and  care 
taken  to  secure  the  best  results 
of  screening  and   sound. 

2.  I'nless  the  (ilm  is  accomjjaiiied 
by  understandal)Ie  commentarv, 
the  value  is  lost  and  the  audience 
becomes  inattentive. 

?i.    The  care  ol  film  ccpiijjment  is  of 
utmost  imi)oitance  for  good  pro- 
jection.   Eijuipment  must  be  set 
up  and  reach    for  use  when  the 
meeting  begins. 
I.    Trained  and  well  cjualified   pro- 
jectionists  are   essential    to  good 
film  showings. 
5.    Prepare     the     discussion    group, 
project    the    film,    and    stimulate 
anahticai    discussion, 
f  hrougii      the      motion      picture 
movement     is     re-enacted,     natural 
sound  is  added   to  the  observation, 
appeal  is  made  to  the  emotions,  and 
lile  situations  are  portraved.    Learn- 
ing is  facilitated  through  sight  and 
sound.    Concepts  are  concreted,  and 
the  non-verijal   and   non-readers  are 
reached.   Public  affairs  are  presented 
to  both  the  ear-minded  and  the  eye- 
minded— to    people    who    remember 
l)etter  what  they  hear,  to  people  who 
remember  better  what  they  see.  Both 
sight    and    hearing    are    utilized 
through    these    imilti-sensorv    mate- 
rials lor  viiali/iiig  democracv  as  gov- 
ernment    through     discussion     and 
action. 


Piclure    Credit:    Robert    LaFollelle. 


Piiiifl  ml  ■■|17iy  Feed  the  Hungry?"  is  pic- 
lured  aliuvt.  The  idea  developed  u'a.s  "Food 
Mitim  Peace."  Xotire  the  use  of  supple- 
iiietitary  charts  atid  graphic  displays— these 
were    referred    lo    in   answer   to   discussion. 


F  E  B  R  L    A  R  ^      •      19  4  8 


27 


WE  READ 


OUR  FILMSTRIPS 


MV  SECOND  GRADE  chil- 
dren had  completed  the 
reading  unit.  At  The 
Farm,  in  Three  Friends.*  They  had 
particularly  enjoyed  the  delightful 
stories  about  farm  animals— "Mothers 
Are  Like  That."  "A  Ride  On  Tim." 
and  "In  the  Barn."  W'e  were  then 
ready.  I  thought,  to  use  the  two 
filmstrips  Mother  Hen  and  Horses 
On  The  Farm.** 

I  had  pre\iewed  these  two  fine 
filmstrips,  and  checked  the  vocabu- 
lary for  words  I  needed  to  present 
for  advance  stutly  with  the  children. 
1  noted  several  not  in  our  pre\  ions 
reading  vocabidary,  but  then  it 
occurred  to  me  that  I  might  test  the 
value  of  the  filmstrij)  as  a  means  of 
enlarging  vocabulary.  I  decided  then 
to  present  the  two  filmstrips  simply 
in  this  manner: 

"Children,  did  we  enjo)  the  stories 
about  farm  animals  in  oiu"  book 
'Three  Friends'? 

Children:  "Yes." 

"Today  I  have  a  story  about  a 
farm  animal  and  a  farm  bird.  Thev 
are  not  in  a  book:  thev  are  on  a 
filmstrip." 

Then  I  showed  Mot  Iter  Hen. 
The  children  read  the  entire  story 
without  help.  .\s  i  iiatl  guessed,  the 
pictures  presented  the  content  clue 
for  the  new  words.  The  same  was 
true  of  Horses  On  The  Far??!. 

In  the  dim  light  I  watched  the 
children's  faces  as  1  tinned  the  pic- 

•  Three  Friends,  He.Tllh  and  Pt-isona!  Develop- 
ment Series:  Scott,  Foit-Mnan  and  C;ompanv,  62:1 
S.  Wahash  Avenue.  Chicago  '>.  Hlinois. 
•' Motlier  Hen.  15  frames,  S:!.00,  Trindl-KinK. 
123  S.  Bowling  Green  Way,  Los  .\ngeles  21. 
C:alifornia. 

HorjM  On    TIte  Farm,  23   frames.  $3.00,   Trindl 
King. 


Because  the  filmstrips  give  such  en- 
j<)\?ne?it  to  children,  they  are  stimu- 
laled  to  e?igagc  in  rna?iy  follow-up 
activities— drawing,  telling  stories, 
reading  in  lihiary  hooks,  and  drama- 
tized plaw 


By  Marie  Preclrkkson 

— and— 

By  Lyell  J.  Moore 

Director,    Audio-Visual   Education, 
Mason  City,  Iowa 

uircs.  As  tlie  pictures  focused  on  the 
screen,  their  eyes  focused  on  the  pic- 
tures and  the  clear,  bold  letters 
umlerneath.  They  seemed  to  "fig- 
ure": "It's  going  to  move  now.  I 
want  to  see  w-hat  comes  next."  In  a 
classroom  of  thirty-one  children  with 
a  three  reading-group  arrangement 
it  is  not  so  easy  to  focus  a  \oung 
child's  attention  in  a  book.  The 
pages  in  a  book  won't  mo\c  until 
the  child  himself  "moves"  it.  And 
so  it  is  natural  that  he  sometimes 
figures,  "I  better  have  a  look 
around." 

We  viewed  the  pictures  leisurely, 
discussing  the  topics  that  correlated 
with  our  science  lessons  in  the  read- 
er .-ill  Around  Us.  AVe  tof)k  turns 
reading  from  the  filmstrip.  1  called 
on  John  and  Carol,  who  will  both 
ha\e  new  glasses  soon.  They  seemed 
to  have  no  trouble,  however,  seeing 
the  clear,  bold  j>rint  of  the  filmstrip. 
We  could  turn  back  to  a  picture 
when  the  next  pictine  suggested 
something  we  wished  to  compare  as 
we  did  to  see  the  tired  wet  chick 
again    after   we    saw    the    fluffv    drv 


chick  who  had  worked  its  wav  out 
of  the  shell. 

It  was  a  pleasant  reading  experi- 
ence, the  outstanding  comments  of 
the  children  being.  "It  was  fun  to 
read  a  filmstrip." 

1  feel  strongly  that  its  pleasure 
was  due  to  the  fact  that  the  film- 
strip  has  the  following  advantages: 

1 .  Its  pictures  give  the  co??tent  clue 
that  presents  new  words  at  the  stra- 
tegic time  that  they  are  to  be  used. 
The  words  presented  on  the  black- 
board to  be  found  later  in  the  book 
recjuire  a  particular  abilit\  to  recall. 

2.  Its  unique  presentation  of  new 
it'ords  in  this  manner  see?ns  to  leave 
an  indelible  i?np?-ession  that  so?ne- 
hoie  facilitates  its  recall  later.  The 
following  day  I  wrote  shell  on  the 
bhukboard  without  reference  to  the 
filmstrip.  Nearly  all  recalled  the 
word.  Four  days  later  I  presented  it 
again  to  my  low  group  and  they 
still  knew  the  word.  That  baby  chick 
working  to  get  out  of  the  shell  had 
made  an  indelible  impression  with 
the  word  shell.  I  feel  that  the  film- 
strip  needs  further  exploration  as  a 
teaching  aid  for  the  retarded  child 
who  often  seems  encumbered  with 
the  mere  manipulation  of  a  book 
and  is  triih'  startled  b\  the  "foreign- 
looking"  words  that  he  fails  to  recall. 

(CO  .\   I   I  .\  I    K  D     ON     p  .\  G  E     3  3) 


28 


SEE     AND     HEAR 


BOOK    REPORT 

1 8th  Yearbook  of  National  Council 
of  Social  Studies  Is  Presented 
at  St.  Louis  Annual  Meeting 

•  With  the  jjiesentation  of  the  18th 
^carbot)!;  of  the  National  Council 
lor  the  Social  Studies  at  the  annual 
meeting  of  the  Council  in  St.  Louis, 
Missomi.  the  role  of  audio-\  isual 
materials  in  education  reached  a  nev 
level  of  maturity.  .Mr.  R.  O.  Hughes 
of  the  Pittsburgh  Public  Schools 
presided  at  the  official  presentation 
session  and  introduced  William  H. 
Hartle\.  who.  as  editor  of  the  Year- 
book, officialh  presented  the  volume. 

.\iDFU  Bv  Experts  In  Field 
The  result  of  t^\-o  \ears  of  work, 
the  Yearbook  represents  the  best 
tiiinking  of  experts  in  the  field,  to- 
gether with  case  illustrations  from 
practicing  classroom  teachers.  The 
final  format  of  the  volume,  as  Dr. 
Hartley  indicated,  was  adopted  after 
consultation  yvith  some  tyvo  hundred 
persons  in  the  aud-io-\  isual  field,  dis- 
tributed throughout  the  nation.  The 
plan  of  the  volume  is  briefly  as  fol- 
lows: after  a  general  introduction, 
the  body  of  the  book  is  grouped  into 
chapters  dealing  with  excursions, 
realia,  pictures,  graphic  aids.  maps, 
films,  radio  and  recordings.  In  each 
case,  the  authors  present  general 
principles,  unique  characteristics  and 
patterns  of  presentation.  These  are 
followed  b\  concrete  examples  of 
practices  from  yarious  parts  of  the 
country  and  at  both  the  elementarv 
and  secondary  levels.  .Appendix  .\ 
consists  of  a  selected  list  of  readings: 
and  -\ppendix  B.  sources  of  mate- 
rials. 

Discuss   L  St  Bv  1  EACHERS 

Following  the  official  presentation 
of  the  Yearbook,  the  practical  ques- 
tion of  how  teachers  can  use  it  was 
discussed  by  the  wTiter.  He  empha- 
sized the  excellence  of  the  volinne  in 
bridging  the  gap  between  theory  and 
practice.  The  writer  emphasized  the 
impf)rtance  of  setting  up  adeciiiate 
administrative  machinery  within  a 
social  studies  department,  school, 
and  school  svstem  if  the  classroom 
teacher  is  to  benefit  fully  from  the 
tremendous  resources  now  available 
in  the  audio-visual  field. 

Referring  to  the  two  appendices 
at  the  close  of  the  volume,  he  stressed 


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nation. Tests  prove  Viewlex  1 50  watt 
projector  gives  greater  screen  brightness 
than  other  300  watt  projectors.  Result: 
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NX'ritten  by  Graham  T.  Horton,  famous  authori- 
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the  need  for  teachers  to  become  more 
familiar  with  the  range  and  variet\ 
of  materials  now  available.  In  clos- 
ing, the  y\Titer  apjjealed  to  teachers 
to  broaden  their  use  of  audio-\  isual 
materials,  to  exp>eriment  with  the 
newer  techniques,  and  finalh  to  in- 
corporate these  materials  and  meth- 
ods in  the  consideration  of  current 
affairs  and  the  pressing  problems 
of  the  dav. 

The  formal  part  of  the  presenta- 
tion session  was  concluded  by  George 
L.  White.  Jr..  of  Films,  Inc.  who 
pointed  out  that  the  yearbook 
marked  a  transition  in  the  field  from 
the  "whx"'  level  to  the  "how"  level 
—from  the  stage  where  preoccupa- 
tion is  with  convincing  teachers  ol 
the  importance  of  audio-visual  ma- 
terials to  the  stage  where  their  im- 
portance is  assumed  and  the  focus 
is  upon  the  most  effective  techniques 
of  using  them.  In  the  latter  role,  he 
remarked,   the   yearbook   becomes  a 


guide,  both  to  teachers  and  to  film 
producers.  Dr.  White  apjK-aled  to 
classroom  teachers  to  carry  out  and 
report  experimentation  with  the  use 
of  films  with  their  classes.  This,  he- 
considered,  is  basic  to  further  funda- 
mental advance  in  functional  educa- 
tional use  of  motion  pictures. 

In  discussion  following  the  presen- 
tation, several  problems  were  raised: 
time  allotment  in  teacher-training 
courses  in  the  audio-visual  field,  de- 
sire bv  teachers  for  more  filmstrips. 
jiroblems  of  administering  an  aiidio- 
\  isual  program  in  the  schools. 

Dr.  Hartles  and  his  co-workers  arc- 
to  Ix-  congratulated  on  the  excellent 
service  to  the  profession  represented 
in  bringing  out  a  balanced  practical 
handbook  for  social  studies  teachers 
in  a  field  now  standing  readv  tc 
make  a  vital,  mature  contribution  to 
education. 
—Rei'ieu-ed  by  Russell  H.  Broadhead 

Wayne  University,  Detroit,  .\fich. 


F  E  B  R  L    A  R  Y     •      19  4  8 


29 


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Vitalizing  Practical  Patriotism: 


(C  O  N    I    1  N  L  F.  D     FRO  M      PAGE     21) 

all  its  short-coniingfs  and  students 
must  be  aroused  to  the  realization 
that  they  have  a  fight  on  their  hands 
not  only  to  keep  the  benefits  which 
ihey  no^v  ha\e.  but  to  improve  upon 
present  conditions.  The  filmstrip 
can  emotionali/o  this  jsroblem. 

3.  The  filmstrips.  if  properh  de- 
signed, will  cause  the  students  to  ask 
ijuestions,  to  wain  to  know  more 
about    certain    aspects    of    freedom. 

Their  proper  use  will  serve  to  moti- 
\ate  research  projects,  surveys  of 
(omnumity  conditions,  and  in  gen- 
eral help  to  develop  habits  of  criti- 
cal  thinking. 

4.  Finalh,  the  filmstrip  serves  as 
a  tool  which  the  teacher  may  use  in 
focusing  attention  upon  vital  na- 
tional issues.  Introduced  into  the 
classroom,  it  gives  the  class  members 
a  simultaneous  experience  a  b  o  u  t 
which  discussion  mav  center.  It 
brings  the  material  for  discussion 
before  the  group  in  an  interesting, 
different  fashion.  Wiselv  used  it  will 
stimulate  iiuerest.  arouse  ciuiositv. 
and  furnish  that  motivating  interest 


A  STUDY  OF  FRACTIONS 

By   O.    W.   McGuire 

Author  of  "Easy  Steps  In  Fractions" 

A  new  filmstrip  kit  designed  to  aid  in  teaching  the  concept 
of  fractions  at  the  Elementary  and  Junior  High  School  levels. 
ELEVEN  FILMSTRIPS,  encompassing  the  fundamentals  of 
fractions  and  the  methods  of  using  them.  The  kit  includes 
twenty-five  TEST  SHEETS  for  each  of  the  filmstrips,  teach- 
er's CHECK  SHEET  for  quick  cor-  c  ^  ^  r\ 
rection  of  the  test  material,  and  a  «P  ^  ^  J  j 
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without  which  little  leal  learning 
can  take  place. 

Tried  out  in  experimental  situa- 
tions, complete  w  i  t  h  a  Teaching 
Guide,  the  six  Amernan  Heritage 
frimstrips  are  of  special  interest  to 
social  studies  and  English  teachers. 
The  first  four  strips  tell  the  story  of 
the  de\elopment  of  democracv  as  a 
way  of  life  in  the  United  States.  The 
Birth  of  Freedom  begins  the  storx 
with  our  heritage  from  the  Old 
World  and  brings  it  up  to  the  Decla- 
ration of  Independence.  Freedom's 
Foundation  deals  with  the  Constitu- 
tion and  the  Bill  of  Rights.  Free- 
dom's Progress  tells  how  the  struggle 
tor  iini\ersal  suffrage  has  de\eloped 
in  our  country.  Freedom  Today 
raises  problems  invohed  in  main- 
taining and  extending  our  freedoms. 

The  last  two  strips  in  the  series 
are  The  Vocabulary  of  Freedom,  a 
treatment  of  the  significance  of  some 
of  the  words  that  symbolize  the  con- 
cepts and  practices  of  freedom,  and 
The  Literature  of  Freedom  in  which 
\oung  people  are  reminded  of  the 
ways  in  which  the  dynainic  theme  of 
freedom  has  inspired  writers  of  all 
times. 

The  fact  that  a  national  publica- 
lion  was  willing  to  place  its  resources 
behind  this  project  is  heartening.  It 
made  possible  the  production  of 
teaching  material  at  the  time  when 
it  was  most  needed  withoiu  regard 
to  immediate  profits. 

The  Our  American  Heritage  film- 
strip  series  should  stimulate  a  pro- 
gram of  practical  patriotism  in  .\mcr- 
ican  schools.  Through  their  use  our 
students  should  see  patriotism  as 
something  more  than  just  a  symbol 
or  an  ideal  or  a  series  of  high  sound- 
ing phrases.  Used  as  a  part  ot  an 
extensive  program  to  make  democ- 
racy really  work,  these  filmstrips 
should  |)ro\e  to  be  a  vital  force  in 
citizenship  education. 


WANTED 
FILM     ASSISTANT 

Legal  resident  of  New  York  State, 
preferably  veteran,  to  assist  in 
theatrical  and  non-theatrical  dis- 
tribiuioi)  ol  ;?.')mm  and  Itinmi  mo- 
tion pictiues.  2  \ears  minimum 
experience  in  similar  work  essen- 
tial. Starting  salarv  S2ti40.  Repiv 
Care  of  See  &  Hear.  501  \V.  1 13th 
St..   New  York. 


30 


SEE     AND     H  E  .\  R 


Oahu  Pattern: 


(CO.NTINIKD         FROM         PAGE         23) 

lated  aiulid-visiial  units  displa%cd  for 
iIk'  iiiNi  lour  grades  are:  first  grade 
—  AriniKil  l-'amilies:  second  grade  — 
Curniiiimity  Helpers— The  Postman; 
tliird  grade— T/ie  Sea;  and  t'ourtli 
grade— T/fP  Earth  in  Space. 

When  a  coordinator's  meeting  is 
to  be  centered  on  a  specific  grade 
unit,  I  In-  chairmen  for  tlie  grade  to 
l)f  tniphasi/cd  arc  in\  itcd  to  accom- 
pain  I  he  sdiool  coordinators  to  that 
meeting.  Siibsequenth  the  grade 
chairman,  if  slic  tliinks  the  exhibits 
worth\\hile,  can  invite  other  teachers 
ot  tliat  grade  to  see  the  disphiys.  An 
effort  is  made  to  keep  the  materials 
for  lacli  grade  disphivcd  for  a  month 
ill  order  to  provide  an  opjHMtnnity 
loi  interested  teachers,  individually 
or  in  groups,  to  see  them. 

Reccnth.  when  t\venty-se\en  ele- 
mentarv  teachers  requested  an  audio- 
visual workshop,  one  was  organized. 
Interest  present  in  the  group  was 
almost  evenly  di\ided  between  the 
wish  to  make  teaching  devices  which 
the\  could  take  back  to  the  class- 
room, and  the  desire  to  learn  to  use 
projection  equipment. 

In  this  our  initial  year.  Field  As- 
sistant in  Elementary  Education, 
Mrs.  .-Mice  \\'vgant.  former  Super- 
visor of  .Special  Education  for  the 
Baltimore  Public  Shools,  Maryland, 
has  set  aside  two  rooms  in  the  cur- 
riculum resource  center  which  finic- 
tion  as  an  in-service  training  labora- 
tor\  where  elementary  teachers  can 
see  teaching  materials  displayed  and 
receive  guidance  in  their  use. 

Oiu  audio-visual  education  ap- 
proach has  been  a  "grass  roots"  pro- 
gram ol  securing  indi\idual  teacher 
interest  rather  than  one  of  smoothly 
implementing  the  circulation  of  se- 
lected materials  to  schools  within  an 
overall  schedule.  This  has  ie(iuired 
great  individual  consultation.  Our 
center  has  provided  an  opportunity 
for  the  sharing  of  teacher  experience 
and  accomplishment  which  in  tiuii 
sets  in  motion  new  applications  of 
ideas  in  visual  instruction. 

Our  verv  handicaps  have  produced 
an  inherent  strength.  Our  pioneer 
effort  has  served  to  enliance  commu- 
nii\  interest.  It  has  brought  about 
mutual  participation  of  manv  teach- 
ers, with  sharing  of  resources,  and 
a  true  feeling  of  accomplishment. 


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weight,  compact,  efficient   l6mm  projeaor  at  low  cost. 

Movie-Mite  l6mm  projector  weighs  only  271  2  pounds. 
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Shows  perfea  piaure  6  ft.  wide  in  darkened  room. 

Movie-Mite  is  made  of  best  quality  die-cast  and  precision 
machined  parts.  Simplicity  is  the  outstanding  feature.  In 
threading,  only  one  moving  part  need  be  operated.  Show 
can  be  on  the  screen  in  3  minutes. 

Reel  capacity  2000  ft.  Universal,  25-60  cycle  —  A.C.  or 
D.C.,  105-120  volt  operation.  Mechanism  is  cushioned  on 
live  rubber  mounts  for  smooth,  quiet  operation.  Durable 
plywood  case,  leatherette  covered. 

Write  for  illustrated  folder  giving  details  .  .  .  also 
name  of  Movie-Mite  Authorized  Visual  Aid  Dealer 
.  .  .  for  demonstration. 


ICPPP    vnUO  FYFQ  AUn  FAPIt  tlUt  LIOVIP ~  liSITF " 


Your  School  Needs  the  Projectionist's  Handbook 

Educators  Praise  this  Illustrated  Color  Manual  on  Good  Shownnanship 


Order  a  copy  today  of  the  36- 
page  color  and  graphic  manual 
on  good  showmanship  for  16  mm 
sound  and  35  mm  slidefllm  pres- 
entations. Step-by-step  lessons 
plus  two-color  threading  diagrams 
of  all  standard  machines.  Com- 
ments received  from  leading  edu- 


cators who  have  made  use  of  the 
Projectionist's  Handbook  in  their 
audio-visual  departments  indicate 
its  value  for  school  use.  Take 
advantage  of  this  valuable  tool  for 
the  better  use  of  films  and  film- 
strips  in  your  school.  Order  copies 
today   at   $1.00   each. 


The  Audio-Visual  Projectionist's  Handbook 


812  N.  Dearborn  Street 


Chicago  10,  Illinois 


FEBRUARY 


19  4  8 


31 


TRAINING  YOU 
TO  TRAIN  YOUR  DOG 

The  Accepted  Mefhod 
of  Obedience  Training 

BASED    ON    THE    BOOK    Of    THE    SAME    TITLE    BY 
BLANCHE    SAUNDERS 


PUPPY 
TROUBLE 

—  20  Minutes 

Helen  HoYes  & 

Lowell   Thomos, 

Narrotori 


BASIC 

OBEDIENCE 

INSTRUCTION 

—  32  Alinufes 

Lowell  Thomas, 
Narrator 


ADVANCED 
OBEDIENCE 
INSTRUCTION 

—  27  Minutes 

Lowell   Thomas, 
Norratof 

Three  16min  Sound  Films  in  Color  or 
Black  and  White 


Bloncho  Saunders,  Director; 
Leuiie  Bfonch,  Producer  &  Photographer 


United  Specialists,  Inc. 

Amtnca's  Fortmott  Producer  of  Dog  fiims 

PAWLING    •    NEW   YORK 


"Make  Way  for  Youth"  Produced: 


(CONIINIKD       FROM        PAGE        16) 

office  Staff  to  supenise  cast,  proper- 
ties and  presentation,  and  to  act  as 
tr(nil)lc  shooters  when  such  services 
were  needed— and  they  were,  occa- 
sionally! Because  these  boys  and  girls 
worked  with  vigor  and  intelligence, 
tlu-  job  of  producing  Make  IVny  for 
Youth  was  done  with  dispatch  and 
pre(  ision  within  the  amazingly  short 
time  of  one  month.  Because  these 
teen-agers  and  their  adult  advisers 
knew  what  the  motion  picture  was 
tr\ing  to  say— knew  it  as  reality,  and 
not  .IS  makc-belicvc— AfrtAe  Way  for 
)  niil/i  is  a  mo\ing  portrayal  of  what 
a  \oiuh  Council  can  mean  in  the 
life  of  an  ordinary  community. 

The  Youth  Division  of  the  Nation- 
al Social  \Velfarc  .\ssemblv  hopes 
that  the  tw-o-rcel  film  will  stinudate 
the  formation  of  such  Yomh  Coun- 
cils in  cities  and  towns  all  o\er  the 
United  .States.  The  movie  itself  shows 
how  tragedy  startles  the  people  of 
one  town  into  a  realization  that  the\ 
have  to  do  something  "to  get  our 
kids  working  together  as  Americans." 


FRITH  FILMS 

Box   565,   HolIyH'ood,   California 
PRESENTS 
AN  OUTSTANDING  SAFETY  AND  HEALTH  FILM 

PATTY  LEARNS  TO 
STOP,  LOOK  AND  LISTEN 

(595   ft,,   color,   sound,   price    $95.00) 

This  lesson  presents  Patty's  accident  and  recovery.  In  real  life  Patty 
was  hit  by  a  car  and  badly  hurt.  What  a  lesson  in  traffic  SAFETY 
for  children  to  see  what  an  accident  means  to  a  person  they  know 
and  like!  Also  an  important  addition  to  our  films  on  family  co- 
operation and  responsibility. 

FAMILY  TEAMWORK 

Useful  for  Social  Studies,  Agriculture  and  Home  Economics. 

PATTY  CARMAN,  LITTLE   HELPER 

Useful  for  Social  Living,  Nature  Study  and  Elementary  Science. 
BILL  CARMAN,   12  YEAR  OLD   BUSINESS   MAN 

Useful  for  Social  Studies,  Agriculture  and  Beginning  Economics. 

Many  educational  film  libraries  include  all  of  these  films.  We 
send  for  preview  to  ttiose  who  intend  to  buy. 

WE    DO    NOT    RENT 


As  the  result  ol  a  Saturday  night 
street  fight  between  gangs  from  op- 
posite sides  of  town,  a  young  boy 
meets  his  death  under  the  wheels  of 
a  truck.  Highlighted  by  this  fatal 
accident,  the  animosities  and  ten- 
sions which  had  been  taken  for 
granted  in  the  past  stand  revealed 
in  their  true  ugliness. 

How  the  activities  of  a  Youth 
Council  can  hel|j  to  ease  these  ten- 
sions by  bringing  \oung  people  to- 
gether on  projects  that  will  build  a 
fjetter  home  town  for  all— such  proj- 
ects as  establishing  recreation  centers 
where  needed  and  forming  "Wel- 
come Stranger"  clubs  in  high  schools; 
engaging  in  "clean-up  the  town" 
campaigns  and  reforestation  jjro- 
grams:  how.  in  the  process,  the  in- 
visible tencjes  of  jirejiidice  are  Iniik- 
en  down,  and  how,  as  the  youthful 
zest  ol  the  youngsters  infects  the 
grown-ups  too,  the  whole  commu- 
nity gets  a  new  lease  on  life— all  this 
is  told  with  drama,  suspense  and 
beauty  in  Malic  Way  fny  Youth. 

The  basic  idea  of  teen-age,  inter- 
organization  youth  councils  was  first 
described  in  the  pamphlet,  "Youth 
United  For  a  Better  Home  Town," 
which  the  Youth  Division  of  the  .As- 
sembly published  out  of  a  growing 
conviction  among  leaders  of  nation- 
al \outh-serving  agencies  that  it  is 
not  enough  to  teach  citizenship  in  the 
classroom;  youngsters  should  be  able 
to  practice  it  in  earnest  in  their  leis- 
ure hours.  Behind  this  conviction  lies 
the  feeling  that  not  only  the  future 
ol  our  (ountry,  but  the  fate  of  the 
world  itself  depends  upon  the  abil- 
ity of  people  to  pool  their  efforts  for 
the  common  good— and  what  better 
time  to  learn  cooperation  and  neigh- 
borliness  than  during  adolescence, 
as  boys  and  girls  first  step  across  the 
threshold  of  maturityi'  .As  the  world 
grows  more  complex,  it  grows  small- 
ei.  Peace  among  nations  depends 
upon  the  skill  of  people— people  ol 
mam  different  h.Kkgrounds,  races 
and  religions— to  work  together  in 
harmony  and  imiiiial  trust. 

Youth  C>)un(ils  ma\  vcr\  well  be- 
come the  means  by  which  .American 
youngsters  will  learn  in  their  local 
home  en\ironments  the  qualities  ol 
leadership  the  world  expects  from  a 
practising  democracy.  I'his,  at  any 
rate,  is  the  hope  which  inspired  the 


32 


SEE     AND     HEAR 


^()uth  I)i\i->ii)n  ot  the  National  .So- 
cial WVliare  Asseiiibh  to  produce 
the  motion  picture. 

The  National  Institute  of  .Social 
Relations,  Inc.,  \\ashin<j;ton,  D.  C, 
has  prepared  a  four-page  printed 
film  discussion  guide  on  Make  Way 
for  Youth*  This  guide  lor  group 
leaders,  which  is  being  sent  to  those 
requesting  the  lilm.  provides  a  means 
<)1   stimulating   audience   discussion. 

of  the  significance  of  Youth  Coiuu  iK. 

«         *         • 

Our  Teacher,  Mary  Dean 

4  Recently  released  by  Frith  Films. 
Hoi h wood,  is  the  new  20-minute 
Itinun  sound  and  color  motion  pic- 
ture Our  Teacher.  Mary  Dean. 
"Write   today   for  description. 


TO  USE  PROJECTORS 

•  Cant  Tear  Film 

•  Positive  Framing 

•  Easy,  Quick  Cleaning 

«  Tests  Prove  Exclusive  Viewlex  Asph- 
eric  Condenser  System  with  150  watt 
lamp  gives  greater  screen  brightness 
than  many  300  watt  projectors.  You 
get  more  economy,  less  heat. 


MODEL  AP.2C  —  Deluxe 
combination  all. purpose 
slide  and  strip  him  projec- 
tor. Built-in  slide  carrier, 
elevating  mechanism,  Luxtar 
V  color  corrected  Anastig- 
mat  lens.  Coated  optics. 
56".00 


MODEL  YAF— All. purpose 
proiector.  Built-in  slide  car- 
rier. Aspheric  condenser  sys- 
tem, 5"  Anastigmat  Luxtar 
color-corrected  lens.  De- 
signed and  built  only  for 
this  special  offer,  model 
YAF  is  not  otherwise  for 
s.ile. 


NOW'  VIE'Ci.LEX  AND  YOUNG 
AMERICA  BRING  YOU  A  SPECIAL 
•PACKAGE  OFFER. 
Finest  visual  education  projector — ideal 
for  classroom  and  auditorium — plus  quan- 
tity of  excellent  Young  America  slides  or 
slidefilms — both  together  for  dollars  less 
than  any  comparative  quality  projector  it- 
self! A  marvelous  opportunity  for  schools 
to  establish  visual  education  at  modest 
cost! 

PLAN  No.  1— MODEL  YAF  ALL-PUR- 
POSE PROJECTOR  plus  S 30.00  of  slide- 
films  and  slides  (your  choice) 

FOR  $79.50 
PLAN  No  2— MODEL  YAF  ALL-PUR- 
POSE PROJECTOR  plus  S55.00  of  slide- 
films  and  slides  (your  choice)    FOR    S'>9.^0 

Y0UN6  AMERICA  FILMS.  INC. 

Dept.  SH2.   18  Easf  4lsf  Street, 
New  York   17,  N.  Y. 


Reading  Filmstrips: 

(C;ONTINUF,D        FROM        PAGE        28) 

3.  7/5  movement  and  the  atmos- 
phere in  ivhich  it  is  shown  blot  out 
distractions  and  focus  the  child's 
attention  right  -where  you  want  it  to 
he. 

1.  Because  it  does  gii^e  enjoyment, 
it  stimulates  further  reading  and 
other  activities.  We  decided  to  comb 
our  librar\  for  other  stories  about 
farm  animals.  We  made  animal  book- 
marks to  facilitate  finding  stories 
easily  and  quickly.  It  gave  purpose 
to  our  free  reading  time.  Its  science 
content  gave  momentum  to  the  par- 
ticular science  unit  we  were  study- 
ing. Of  course  there  will  be  easel 
paititings  of  Mother  Hen.  Baby 
Chick  and  Brownies. 

These  two  filmstrips  would  be 
excellent  for  a  first  grade  in  the 
spring  to  motivate  a  visit  to  the  farm. 
It  is  valuable  for  second  grade  earlv 
in  the  year  for  correlation  with 
Reading  and  Science. 

We  look  forward  to  the  produc- 
tion of  filmstrips  designed  to  teach 
first  reading  steps  and  designed  as  an 
aid  to  teaching  reading  to  retarded 
children. 

NEW    FILMSTRIPS 

(continued         FROAt         P,\GE      9) 

Dinosaurs    (34  frames)   B&W  S2.00. 
SVE 

fr  Sr  HS,   Cut;    General   Science, 
Paleontology. 

•  This  strip  acquaints  the  student 
with  the  appearance  and  habits  of 
some  of  the  strangest  creatures  ever 
to  inhabit  the  earth— the  dinosaurs. 
The  dinosaur  reproduction  illus- 
trated, and  the  acconipairying  teach- 
er's manual,  ^s-ere  prepared  under 
the  direction  of  Prof.  J.  W'illis  Sto\-  i 
all,  director  of  the  Museuni  of  the 
l_'ni\ersity  of  Oaklahoiiin. 

The  Ten  Commandments  —  Visual- 
ized —  series  of  10  B&W  filmstrips, 
.S20.00.  Church-Craft  Pictures,  3312 
Lindell  Blvd.,  St.  Louis  3.  Mo. 
Intermed..  Jr  HS:  Religion. 

•  rhesc  ten  filmstrips  \isually  por- 
trav  the  meaning  and  function  of 
God"s  di\iiie  Law  in  everyday  life. 
.\lthough  speciallv  keyed  to  the  elev- 
en to  fourteen  age  bracket,  the  film- 
siiips  can  be  adapted  to  all  age 
giotips.  \()u  ^\ill  find  them  ideal  for 
leaching  the  life  \alues  of  God"s  di- 
\  ine  Law. 


Tor 


ZJne    f lew    Uictt 

LITE-WEIGHT" 


•  SINOLC  UNIT  CASE 

•  52%  LIGHTER  IN  WEIGHT 

•  69%  SMALLBR  IN  SIZB 

•  ECONOMICALLY  PRICED 

See  Us  for  Further 
Details  and  Demonstration 


EXCLUSIVi    SOUTHERN    CALIFOIINIA 
DISTRIBUTOR 


COAST  VISUAL 
EDUCATION  CO 

6058    Suniat    Blvd.,    Hollrwood    38,    Calif. 
Phone:  HO-8343 


Listing  850 
Sport  Films 

Sports,  Physical  Education 
&:   Recreation  Film  Guide 

The  first  edition  of  this  new 
Guide,  listing  nearly  850  avail- 
able 111  mm  sound  and  silent 
motion  pictures  and  filmstrips 
in  the  field  of  sports  and  recrea- 
tional   iiuerests    is    ready. 

C^omplete  sources  together  with 
a  special  list  of  nationwide  pro- 
jection services  are  provided. 

Published  in  cooperation  with 
The  .Athletic  Institute,  copies  of 
the  Guide  are  available  at  only 
50c   a   copy   from: 

Sports  Film  Guide 

812  N.  Dearborn  St.,  Chicago  10 


FEBRU.\RY     •      1948 


33 


•     A  NATIONAL  DIRECTORY  OF  VISUAL  EDUCATION  DEALERS     • 


EASTERN  STATES 


.     CONNECTICUT     • 

Audio-Video    Company    of    New 

England,    110   Wall   Si.   Noiualk. 
Audio-Visual    Corp.,    ."i3    AUyn    Si.. 

Han  ford. 
Bridges    Motion    Picture   Ser>ice, 

2-41  High  St..  Haillord  .'). 
Fix     Film    Service,    :H     E.     I'liliiaiii 

.\ve..  (>reenwich. 
Eastern  Film  Libraries,  9.">  N.  Main 

St..  W'aierhiiiy   11. 

.   DISTRICT  OF  COLUMBIA  • 
Jam    Handy    Organization,    Inc., 

Iransportatioii     BUlg..    \N  ashing 

ton  ti. 
Paul   L.   Brand  &  Son,  L'i:)3   K   St.. 

Washington   7. 
The     Film     Center,     (li:.     12ih     St. 

N.W..  Washington. 

.      MAINE      • 

D.  k.  Hammett,  Inc.,  tiL'O  Congress 

St..   I'oitlanil  ;!. 
Collins     Motion      Picture      Service, 

.j02'/2    .<■■   ."''W   *"     ''^"1   ^' •■    Balii 

mote    2:    Also     I    Rate    St..    Cam 

bridge. 
Folkemer    Photo    Service,    927    I'op 

lar  (fro\e.  Ualtimoie   16. 
kimz    Motion    Picture    Service,    t.'f2 

N.    (ahcit    St..    Ualtiniore   2. 
Robert    L.    Davis,    1'.    O.    Bo\    .")72. 

Ciniibeilaiui. 
Stark     Films,    .")37     N.    Howard    St.. 

Hahimoie    1. 
Howard    E.    Thomp,son,    Bo\    201. 

Ml      \h\. 

.      MASSACHUSETTS     • 

.\udio-Video  Company  of  Nev>  Eng- 
land, .SO  Huntington  \\c..  Boston 
Hi. 

Audio-Visual  Corp.,  llii  Ncwhuiv 
St..  Boston    l(i. 

Ideal  Pictures,  10  Melrose  St..  Bos 
ton    If). 

Jarrell-Ash  Company,  Iti,")  Ncwiitiiv 
St..  Boston  lli. 

South  End  Film  Library,  ,")0  Vallonia 
ler..   fall    River. 

Massachusetts  Motion  Picture  Serv- 
ice, l.'i2  C.cniial  .\ve..  l.vnn. 

Stanley-Winthrops,  Inc.,  90  A\asli- 
ington  St..  Oiiincv   69. 

Bailey  Film  Service,  711  Main  Si.. 
Woi  tester  S. 

.     NEW    HAMPSHIRE     • 
A.    H.    Rice   and    Company,    7S    W 

Central  St..  Mandiestcr. 
.      NEW    JERSEY     • 
Art    Zeiller,     l.'ij     Washington     St.. 

Ncwaik  2. 
.Slidecraft  Co.,  Sonili  Orange.  N.   [ 

.     NEW    YORK     . 

Wilber  Visual  Service,  119  State  St.. 
.Mhanv.  i.Mso  New   Berlin.  N.^.) 

Biichan  Pictures,  79  A  1  1  e  n  St.. 
Btilfalo. 

C.omnuinitv  Movie  Circuit  of  West- 
ern New  York,  I2H"i  Bailev  .\ve.. 
Biillalo  6. 

Loomis  and  Hall  Camera  Supplies, 
364  N.  Main  St..  Elmiia. 


Charles  J.  Giegerich,  12-20  Kissena 
Blvd..  Flushing. 

Association  Films,  (Y'.M.C.A.  Mo- 
tion Picture  Bureau)  347  Madi- 
son   .\\c..    New    York    17. 

Brandon  Films,  Inc.,  1600  Broad- 
\sa\ .  New    ^  ork   19. 

Catholic  Movies,  220  W.  42nd  St., 
New    ^'ork. 

Comprehensive  Service  Co.,  245  W. 
:"),")lh  St..  New  ^ork  19. 

Crawford  &  Immig,  Inc.,  265  W. 
lUh  St..  New  York  City  11. 

Institutional  Cinema  Service,  Inc., 
l.MiO  Bioadwav.  New  York  19. 

Otto  Marbach,  630  9th  Ave..  New 
\ork. 

.Mogul  Bros.,  Inc.,  6«  W.  48th  St.. 
New   ^oik  Citv. 

Nu-Art  Films,  Inc.,  1  15  W.  45th  St.. 
New  ^ork  19. 

S.  O.  S.  Cinema  Supply  Corp.,  449 
W.  42nd  St..  New   York  18. 

Specialized  Sound  Products  Co.,  551 
Fifth  .\ve..  New  York  17. 

Sullivan  Sound  Service,  475  Fifth 
Ave..  New  York  17.  29  Salem 
Wa\.  \onkers.  34  Palmer.  Bron\- 
v  llle. 

United   Specialists,  Inc.,   Pawling. 

The  Jam  Handy  Organization,  Inc., 
1775    Bioadwav.   New    ^ork. 

Duncan,  James  E.,  Inc.  Motion  Pic- 
ture Service,  65  Monroe  .\ve.. 
Rothcstei   7. 

.Morris  Distributing  Co.,  Inc.,  412 
S.  Clinton  St..  Syracuse  2. 

Visual  Sciences,  599  BS  Sulfern. 

Bertram  \Villoughby  Pictures,  Inc., 
Suite  600.  1600  Bioadwav,  New 
York. 

•  PENNSYLVANIA     • 

J.    P.    Lilley    &   Son,    277    Boas   St.. 

Hanisl)uig. 
Harry  M.  Reed,  P.  ().  Box  No.  447. 

Lancaster. 
kunz  Motion  Picture  Service,   1319 

\  ine    St..    Philadelphia    7.     1905 

Sanderson    .\ve..   Scranton   9. 
Lippincott  Pictures,  Inc.,  4729  Lutl- 

low  St..  I'hiladelphia  39. 
News  Reel  Laboratory,  1733  Sansom 

St..    I'liiladtlphia   3. 
Jam   Handy  Organization,  Inc.,  917 

l.ilicrn   -\\e..  I'ittshtiigh  22. 
karel     .Sound     Film     Library,     110 

1  hiid   ,\\e..   I'ittshtiigh    19. 
Clem    Williams    Films,   311    Market 

Street.   I'ittshtiigh   22. 
kunz  Motion   Picture  Service,   1905 

Sanderson     Me..    Scranton. 
L.   C.  Vath,  Visual  Education  Sup- 
plies, Sharpsville. 

.      RHODE   ISLAND     • 

.Audio-Visual    Corp.,    268    Westinin 

ster   St..   Providence. 
United  Camera  Exchange,  Inc.,  607 

Westmiiislei"  St..  I'rovidente  3. 
Westcott,  Slade  &   Balcom  Co.,  95 

99   Empire   St..   Providence   3. 

•  >VEST  VIRGINIA     • 

J.  G.  Haley,  P.  O.  Box  703.  Charles- 
ton 23. 

United  Specialties,  ."^ll)  \\  .  \  iigiiiia 
St..  C4iarleston  2. 

.\pex  Theatre  Service  &  Supply, 
I'hone  21043.  Box  1389.  Hunting- 
ton. 


SOUTHERN  STATES 

.     ALABAMA     • 

Wilfred    Naylor,    1907    Fifth    Ave.. 

No..  Birmingham  1. 
Stevens  Pictures,  Inc.,  526  20th  St.. 

\MC.\    BIdg..    Birmingham. 
Jos.    Gardberg,     705    liauphin    St.. 

Mobile  16. 
John   R.   Mofhtt  Co.,   I9'/2  S.  Perry 

St.,   Moiugomerv. 

•  FLORIDA     • 

Florida    School    Book    Depositorv, 

700  K.   Union   St..   P.  O.   Box   3(i, 

Station  C.  Jacksonville  7. 
Norman  Laboratories  Sc  .Studio,  .\i- 

liuglon   Suburb.  Jacksonville. 
Orben  Pictures,  1137  Miramar  .\ve.. 

Jacksonvile  7. 
Ideal  Pictures  Co.,    1348   N.   Miami 

-\ve..   Miami  36. 
Bowstead's   Camera    Shop,    1039    N. 

Orange  .^ve..  Orlando. 
Southern   Photo  and    News,  60S   E. 

LaFavelte  St..  Tampa. 

•  GEORGIA     . 

Calhoun     Company,     101     Marietta 

St..  Allanta  3. 
Ideal     Pictures    Corp.    of    Georgia, 

52   .Auburn   .Ave..   N.  E..    Atlanta. 
Stevens   Pictures,   Inc.,    101    Walton 

St..  N.  W..  Allanta  3. 
Strickland    Film    Co.,     Ml     Walton 

St..  N.  W..  Atlanta  3. 

•  KENTUCkY     . 

D.    T.    Davis   Co.,    178    Walnut    St.. 

l.exinglon    34.    i.Also    Louis\illc.) 
Hadden    16mm    Film    &■   Projection 

.Service,    123    W.    Libenv.    Louis- 

\ille  2. 
Ideal   Pictures,  423   W  .   Liberlv   St.. 

Louisville   2. 
National     Film     Service,    423     \\ 

Bieckenridge.      Louisville.      i.AKo 

Lexington) 

•  LOUISIANA     • 

Stanley    Projection  Company,  21 1''.. 

Muna\   Si..  .Alexandria. 
Jasper  Ewing  &  Sons,  725   Povdias 

St..  New   Orleans  12. 
Southern    Pictures    Company,    1021 

Bienville   St..    New    Orleans. 
Stirling    Motion    Picture    Co.,    31,52 

Llorida  St..  Baton  Rouge  9. 
Ideal  Pictures  Co.,  826  Banoiic  Si.. 

New  Oilcans  13. 

.     MISSISSIPPI     • 

Herschel     Smith     Company,     119 

Roaih   Si..   |ackson   110. 
Jasper   Ewing  &  Sons,  227   S.  Stale 
Si..  Jackson  2. 

•  NORTH  CAROLINA     • 

Carolina  Industrial  Films.  404  Lib 
eriv    Life   Bldg..  Chailotte  2. 

National  Film  Service,  14-20  C.len 
wood  A\e..  Raleigh. 

•  SOI  TH    CAROLINA      • 
Calhoun    Company,    IIIOV2     Laylor 

St..  (Columbia  6. 
Palmetto  Pictures,  Inc.,  1909'/2  Main 
St.,  Columbia  17. 


.     TENNESSEE     • 
Sara    Orleans    and    .Associates,    Ic 

211    W.  Cnmberland    Ave..  Km 

villc  15.  \ 

Frank    L.    Rouser   Co.,    Inc.,    P.   j 

Box  2107.  Kiioxville  11.  | 

Tennessee  Visual  Education  Serwj 

P.    O.    Box    361.    Journal    Bid' 

Knoxville. 
Ideal  Pictures  Corp.,   is  S.  3rd  S' 

.Memphis  3. 
.Mid-South    Training    Film    Servi- 

166  .Monroe  Ave..  .Memphis  3. 
Southern   Visual    Films,   687   Shri 

Bldg.,  Memphis.  I 

Tennessee  >'isual  Education  Serri. 

.Maxwell     House    OHice    Bid' 

Nashville. 

•      VIRGINIA      . 

Capitol     Film    &:    Radio    Co..    In 

19  \\.   Main  St.,  Riihmond  20. 
Walker    C.    Cottrell,    Jr.,    408-10 

Main   St.,   Richmond   19. 
Ideal    Pictures,    219    E.    .Main    S 

Richinond    19. 
National  Film  Service,  309  E.  Ma 

St..   Rithinond. 
Presbyterian    Committee    of    Pub 

cation,  .S  .N.  Sixth  St.,  Rlrhmoi 

9. 


.MIDWESTERN    .ST.\TEi 

.      ARKANSAS     • 
Democrat  Printing  and  Lilhograp 

ing  Co.,  Little  Rink. 
Grlmm-Blacklock  Co.,  719  .Main  S 

Little  Rock. 

•  ILLINOIS     • 

Father  Hubbard  Educational  Filii 

t)28  W  .  Lake  St.,  Chicago  6. 
Ideal  Pictures  Corp.,  28  E.  8th  S 

Chicago  5. 
Indirstrial   Cinema  Service,   107   \ 

W'ackcr    Drive.    Chicago    1. 
Jam  Handy  Organization,  Inc.,  2; 

N.    Mlthlgau   .\ve..  C4ii(ago   1. 
McHenry    Films,    537    S.    Dearbor 

Chicago  5. 
Midwest     Visual     Equipment     Cc 

6961    N.  C;lark   St..  Chicago  26, 
Association  Films  (V.M.C.A.  Motio 

Picture    Bureau)    19    S.    La    Sal 

St..  Chicago  3. 
Visual    Research    Company,    30   ? 

Dearborn   St..  C4iicago  2. 

•  INDIANA      . 

Ideal    Pictures,    121  I     I'eunsvlvani 

Si..   Indianapolis  2. 
Indiana   Visual   Aids  Co.,   Inc.,  7£ 

.N.   Illinois  St..  Inillaua|)olis  6, 
Burke's    Motion    Picture    Co.,    43 

Lliuoln  Wav  West.  Siiuih  Bend. 

•      IOWA      . 
Pratt  Sound  Film  Service,  805  Thir 

Ave..  S.F...  Cedar  Rapids. 
Ryan    A'isual    .Aids    Service,    409-1 

Harrison  St..  Davenport. 
General    Pictures    Productions,   62 

Sixth  Ave..  Des  Moines  9. 

.      kANSAS-MISSOURI      • 

.Audio  Visual  .Aids,  Broadview  HoU 
Bldg,,  Wichita.  Kas. 


USE  THIS  DIRECTORY  TO  LOCATE  THE  BEST   IN  EQUIPMENT,   FILMS  AND  A-V  SERVIO 


34 


SEE     AND     HEAR 


•     A  NATIONAL  DIRECTORY  OF  VISUAL  EDUCATION   DEALERS     * 


Paul     Hunislun     &     Ideal     Picturr-i 

Cx>rp.,     14<r.'     IxKiist     St.,    Kansas 

C.n\   6.  Mil. 
Sflect  Motion  Pictures,  1»<1(<  \\\an 

dotti-  Si  .    Kansas  (itv   S.   Mo. 
Erker  Bros.  Optical  Co.,  610  01i\t 

Si..  St.  Louis   1. 
Swank     Motion     Pictures,     614     N. 

Skinkti    lU\(i..  Si.  l.ouis  :>. 
[•ictosound     Movie    Service,    4  0  10 

I  iiuiiU   UImI.,  St.  Louis  S. 
.      MICHIGAN     . 
Cosmopolitan    Films,    324S    (.ratiot 

A\f..  Oftroit   7. 
Englrman  \'isual  Education  Service, 

47.'i4  ."><>  WtxHhvanl  .\\i.,  Detroit  1. 
|am    H  a  n  d  V    Organiiation,    Inc., 

•.'SUM    ¥..  (.laiiit   Bhil..  Detroit    11. 
Capital    Film    Service,    1!24    .\l)l)ott 

Roail.   Last    Lansing.   Michigan. 
Jrnscn-Whceler,  Inc.,  Hotel   Durant 

BulUting.  Hint   1. 
Locke  Film  Library,  120  \S  .  Lo\ell 

SI..   kalaMia/(M)  S. 
(.illespie   Visual    Education   Service, 

22  Stale  St..  Si.  Joseph. 

.      MINNESOTA      • 
Museum   of    \  isual    Materials,    Keii- 

\on. 
Ideal    Pictures,    301     \V.    Lake    St.. 

Minneapolis  S. 
M  i  d  w  e  s  I  .\udio-Visual  Company, 

I'lOl     Hennepin    .\vc.,    Minneap- 
olis ;!. 
National   Camera   Exchange,   86   S. 

Sixth    Si..   New    Farmers   Mechan- 

it^  Bank    Bldg..   Minneapolis  2. 
I  •      NEBRASKA      • 

Church  Film  Service,  2.")'.t.i  .Mandei- 
I    son  St..  Omaha   1 1. 

.     OHIO     . 
|j>ckard    Visual    Education    Service, 
j    922  Roshn   A\e..  Akion  2. 

V.  T.  Davis  Co.,  <lll    .Main  St..  Cin 

I      .  ... 

I    enniati  2. 

Kalph  V.   Haile  &  .Associates,  Wal- 

mil    St..   (iiuinnaii. 
Manse    Film    Library,    2.")14    Clifton 

\m  ..  (  iiu  iiiiiaii    19. 
Vtademv     Film    Service    Inc.,    2300 

I'.nne    \\e  .  (  lc\elaii(i   14. 
Fryan     Film     Service,    322S     Eutlid 
I    Ave..  C  le\eland   l,">. 
!>unra>  Films,  Inc.,  210S  I'a\nc  .Ave.. 
1    C;le\eljiul    1  1. 

n'isual   C^ommunications,   Inc.,   2108 
!     I'aMie    \\e.,  (Icveland   14. 
(Jam  Handy  Organization,  Inc.,  310 

l.ilhoii    BiiiUiing,  Daston   2. 
Murrav  .Motion  Picture  Service  Co., 

X7!l   Reiliold    Bldg..  Dayton  2. 
fTwyman     Films,     Inc.,    29    Central 
1     A\e.,  DaMon    1. 

Ijames  B.  L'pp  Motion  Picture  Serv- 
'    ice,  7.")0  liioaduav.  Lorain. 
Martin   Sound    Svstems,   50   Charles 
'     \\e.,    S.    F.    Massillon. 
<  ousino    Visual    Education    Service, 

Inc.,    1221    Madison   Ave.,  Toledo 
:.iiivs  Photo  .Mart,  Inc,  .')24    Madi- 

-.  n     loledo  4. 
t.  L.  Mover,  I'.  O.  Box  236.  Wayne. 
Thompson  Radio  and  Camera  Sup- 
plies, l:i')  S.  6ih   St  .  /anesville. 

•      SOITH    DAKOTA      • 
Harolds    Photo   Shop   &   Camera 
;    Clinic,    30H    Phillips    .\ve,.    Sioux 

Falls. 


•      WISCONSIN      . 
Meuer    Photoart    House,     111     SiaU 

Si  .   Madison   3. 
R,   H.   Flath  Company    2110   \.  3d 

St..   Milwaukee   12 
Photoart    Visual    Service,    H44    N. 

I'lankinton   Ave.,   .Milwaukee  3, 
Gallagher  Film  Service,  (.reen   Kav. 

.Mso  639  N.  7ih  St..  Mihvaukee  3. 
Wisconsin    Sound     Equipment    C'o., 

Inc.,  628  W  .  Noilh  .\\e.,  .Milwau 

kec  12. 


WESTERN    STATES 


•     CALIFORNIA     • 

.\udio-Pictorial   .Service   Co.,   261    E. 

Coloiado,    I'asadena. 
Donald    J.    Clausonthue,     1829    N. 

(raig   .\ve.,   .\liadena. 
Donald  Reed   Motion   Picture  Serv- 
ice, S737    Wilshiie    Blvd..   Beverlv 

Hills. 
Camera  Craft,  1)761  Lexington  .\ve., 

HoIInwockI  38, 
Coast    >'isual    Education    Co.,    6058 

Sunset    Blvd.,    Hollvwood    28. 
Holly-uood  Camera  Exchange,  1600 

N.    Cahuenga    Blvd.,    Holhwood 

28, 
Craig  Visual  .\id  Service  Co.,   1053 

S.  Olive  St.,   Los  -\ngeles   15. 
Ideal    Pictures   Corp.,   2108   \\ .    7th 

St..   Ix»s   .\iigeles  5. 
Jam     Handy    Organization,    Inc. 

7046    Hollyivooti    Blvd,.    Los    .An 

geles  2S. 
Ralke  Company,  829  S.  Flower  St„ 

Los  .\ngcles  14, 
Screen    .Adettes,   Inc.,   8179    Meliose 

-\ve.,  Los  .\ngelcs  46. 
Training    .Aids,    Inc.,    7411    Beverlv 

Blvd.."  Los  Angeles  36, 
Carroll  W.   Rice  Co.,  424  ■  40th  St., 

Oakland  9, 
Association  Films  (Y.M.C.A.  Motion 
Picture  Bureau),  351   Turk  St.,  San 

Francisco   2. 
Craig   Visual    .\id    Service    Co.,    149 

New    Montgomerv   St.,   San   Fran- 
cisco 5. 


Hirsch    Sc    Kaye,    239    (.lani     Ave. 

San   Frainisto  8, 
Screen     .Odettes,     Inc.,     Sixtv-F.ighi 

I'osi  Bldg.,  68  Post  St,,  San  Fran 

tisto  4, 
C.    R.   Skinner    .Manufaituring   Co,, 

292-291    Inik  St.,  San  Fian.isio  2. 
Shadow    .Arts    Studio,    \\'i<ken<len 

Bldg..    P.    O.    Box    471,    San    Luis 

Obispo. 
Herbert    M.  Elkins  Co.,    10116   Oia 

\  isia    \ve..  Siniland,  L.  .\,  Conn 

IV. 

.     COLORADO     . 

Ideal   Pictures   Corp.,   711    IKih    Si.. 

Denver  2, 
Home    Movie   Sales   Agency,   28   E, 

Ninih  Ave.,  Denver  3. 

•  IDAHO     • 
Howard    P,    Evans,    .\udio-Visual 

Equipment,  305   N.   9lh.    Boise. 
Williams  Photo  Service,   1007    Main 
SI..   Boise. 

•  OKLAHOMA      • 

\'aseto,     2301      C4assen.     Oklahoma 

(ilv  6. 
H.     O.     Davis,    522     N.     Broadwav. 

Oklahoma  C:ity  2, 
Kirkpatrick,    Inc.,    1634    S,     Boston 

Ave.,  Tulsa  5. 

.     OREGON     • 
Cine-Craft  Co.,  1 1 1 1   s    \\     Sunk  St., 

Poiiland  5. 
Ideal  Pictures  Corp.,  915  S.  W     lllih 

Ave.,   Portland  5, 
Moore's    .Mo  t  i  o  n    Picture    Service, 

306-310    S.    \\  .    Ninlh     \ve..    Port- 
land 5. 
Screen    .4dettes,   Inc.,  611    N.    lilla- 

niiKik  Si..  Portland   12. 

•  TEXAS     . 
Association  Films  (V.M.C..-\.  Motion 

Picture     Bureau),     1700     I'aleison 

Ave..   Dallas    I. 
Audio  Video  Institute,   1501    \oiing 

SI..  Dallas. 
The    Educational    Equipment    Co., 

David  K.  I'arkei,   1909  (  (inimeiie 

Si..  Dallas   1. 
George    H.    Mitchell    Co.,    712    N. 

Haskell.  Dallas  1, 


Ideal  Pictiu-es,  Inc.,  2021  Main  St,, 
Dallas    1. 

Visual  Education,  Inc,  12th  at  La- 
mar, .\ustiii;  Also.  201  .\.  Field 
St.,  Dallas:  1012  lennings  .\\e.. 
Ki.  Worth:  39f)5  S.  Main  St„ 
Houston    1. 

.     UTAH     . 

Deseret    Book   Company,    1 1    E.    So. 

I  eniple    St..    Sail     lake    Citv    10.. 
Ideal     Pictures,     i^lO     Post     Office 
I'laie.  Sail   Lake  City   1, 

•      WASHINGTON      • 

Craig   \  isual   .Vid   .Service  Co.,   1106 

E.  I  nion  St.,  Seattle  22. 
Karig     Motion     Picture    Co.,    5514 

Iniversitv    Wav.   Seattle   5, 
Rarig     Motion     Picture     Co.,     East 

1511     1  bird   Ave.,  Spokane. 

•      HAWAII     . 

Ideal  Pictures,  1370  S,  Beielania  St.. 

Honolulu.    I.  H. 
Motion   Picture   Enterprises,    121    S, 

Beietania    Honolulu.     I  .    H. 


C.\NADA 


General   Films  Limited 
Head  Office: 

1534      Ihirleenth      .\vc,,     Regina, 

Sask. 
Branches: 

10022  1112nd  Si..  Eduioulon,  .\lta, 
1396  St,  Catherine  St.,  Montreal, 
760     Main     St,,     Moncton,     N  e  w 

Brunswick, 
Branch,  175  Water  Si.,  St.  John's. 

Newfoundland. 
156  King  St..  West,    romnlo,  Onl. 
535    W.    Geoigia    St.,    \'an<onver, 

B,  C, 
810    Confederation     Life    Bldg., 

\\  innipeg,  Man. 
,\rrow  Films  Limited,  1 115  Bav  St„ 

T  oronto  5,  Ontario. 
.Also:    1540  Stanlcv   St.,  Montreal, 

(.)uebec. 
Radio-Cinema,    501 1     Verdun    Ave., 

Montreal.    Ouebcc. 


Consult  These  .\udio-Visual  Specialists  for  Your  School  Needs! 

\  ISL  AL    EDUCATION    DE.\LERS    LISTED    IN    THE.SE    P.AGES 
.\RE  .\  DEPEND.\BLE  ,SOLRC;E  OF  FILM.S  .\ND  EQUIP.MENT 


.Nt-arlv  all  of  the  audio-\isual  materials 
reviewed  in  the  pages  of  See  &  Hear 
and  the  latest  and  best  in  the  recog- 
nized lines  of  nationally-advertised 
projection  e(|tii])nient.  screens  and  ac- 
cessories are  available  in  local  conumin- 
itv  or  regional   areas  from  one  of  the 


ers  listed  in  these  directory  pages. 

(.oiiMilt  your  specializing  audio-vis- 
ual dealer  for  up-to-the-minute  in- 
formation on  new  16mni  sound 
motion  pictures,  sound  or  silent 
liiiusirips,  recordings  and  other  class- 
room tools.  You'll  find  their  prices 
fair     and     their     service     outstandino. 


dependable  audio-visual  education  deal- 

Dealers:  for  listings  in  these  pages  write  for 

information  and  reference  form   to  SEE  Sc  HEAR 

812   NORTH    DE.ARBORN   STREET        •        CHICAGO    10,    ILLINOIS 


JSE  THIS  DIRECTORY  TO  LOCATE  THE  BEST  IN   EQUIPMENT,  FILMS  AND  A-V  SERVICE 


FEBRUARY 


19  4  8 


35 


i*  / 


.■1    sreiif    ill    "liiolliciliood    of    Man 

BROTHERHOOD    FILMS 

(continued   from    page   2  0) 

Does  It  Matter  What  You  Think— 

16mni  sound,  15  rain.;  Cost,  $47.50; 

Rental,   $2.00.    British   Information 

Services,   360  N.   Michigan  Avenue, 

Chicago   1,   Illinois. 

Jr,  Sr  HS,  Col,  Adult;  Eng.,  Guid- 
ance, Hist.,  Psych.,  Teaching,  Soc. 
Studies,  and  Clubs. 

•  This  amusing  and  provocative 
film  for  both  adults  and  teen-agers 
arouses  many  questions  in  the  mind 
of  its  audience.  Do  you  think  what 
you  are  told  to  think  or  do  you 
form  independent  conclusions?  Do 
you  read  a  newspaper  because  it  ex- 
presses your  ideas  or  because  you 
accept  its  editor's  ideas?  When  you 
form  an  opinion,  what  use  do  you 
make  of  it? 

Don't  Be  a  Sucker— I6mni  sound,  17 
niin.;  Deposit.  National  Conference 
of  Christians  and  Jews,  381  Fourth 
Ave.,  New  York  16,  N.Y. 

Jr.  Sr  HS,  Col,  Adult;  U.  S.  Hist., 

SocioL,  Clubs. 

•  Hitler  duped  millions  of  German 
people  with  his  "divide  and  con- 
quer" tactics  before  World  War  II. 
There  are  frequent  signs  that  there 
are  those  who  are  trying  to  split 
our  people  into  antagonistic  groups 
today.  This  film  dramatically  points 
out  the  dangers  and  possible  results 
il  wc  allow  such  a  di\ision  of  oin- 
people  to  occur.  .\n  excellent  film 
showing  the  ncccssitv  for  the  ]jro- 
tetiion  of  ininorilv  groii])s. 

House  I  Live  In— Kiiiiiii  somul,  10 
iiiin.,  ,S27.r)();  Rcni.il.  Sli.jO.  ^  oimg 
.America  Fihiis.  Inc..  IS  K,  llsi  Si.. 
Xf.^-  \'ork.   X.'i. 

liilrnnrd.    fr.  \r  HS.  Col.  Adiill: 

Six  .  Studies.  Clubs. 

•  ill  lliis  film  Frank  Siiialia  l.ilks 
to  a  group  of  boys  who  thought  less!  \ 
persecute  a  hoy  of  another  religious 
grouj).     His    appeal    to    these    bovs 


emphasizes  the  fact  that  America  is 
a  nation  "made  up  of  a  hundred 
different  kinds  of  people  with  differ- 
iiu  ways  of  talking,  and  going  to 
(lunch,  but  they're  all  .American 
wa\s."  Sinatra  sings  two  songs  in 
this  film. 

Man— One  Family— Kimm  sound,  17 
min..  S37. .')():  Rental,  S2.00.  I5ritish 
Inlormation  Services,  360  N.  Michi- 
L.  11   .\\enue,  Chicago   1,  111. 

/),    Sr   HS,    Col,   Adult;    Biology, 
nisi.,  Soc.  Studies,  Clubs. 

•  \  hard  hitting  refutation  of  the 
theory  of  a  master  race.  It  breaks 
down  the  common  and  persistent 
belief  that  there  is  such  a  thing  as 
racial   distinction. 

The  Peoples'  Charter— 16mm  sound, 
17  mill..  Rental,  $2.50  single  day: 
$1.00  2-7  days'  use;  Cost,  $37.50. 
Films  of  the  Nations,  Inc.,  55  W. 
15th   St.,   New   York    19,   N.Y. 

•  Ihis  film  made,  entirely  of  au- 
iluntic  documemar)  material,  and 
with  an.  .American  commentary, 
shows  how,  in  the  midst  of  war,  the 
idea  of  the  United  Nations  was  born 
and  how  it  was  organized. 

Seeds  of  Destiny— 16mm  sound,  18 
mill.,  Rental  $2.50:  Sales  price, 
$12.00.  Films  of  the  Nations,  Inc., 
55  W.  45th  St.,  New  York  19,  N.Y. 

•  This  is  the  grim  and  tragic  story 
ol  hunger  and  destitution  which 
follow  war  It  is  today's  threat  to 
the  lives  and  health  of  millions  of 
children  in  Europe  and  Asia.  It  is 
tomorrow's  threat  to  a  world  seeking 
peace,  for  these  children,  if  they 
grow  into  young  adults  deprived  of 
a  (IiaiKC  to  devclo|5  healthy  in  mind 
aiul  l)()d\,  could  shape  the  world  to 
other  ends.  Better  than  a  thousand 
strong  printed  words,  this  Academy 
Award  winning  film  can  wake  Amer- 
icans to  ask  themsehes.  "What  can 
'-\'  do  about   it?  " 

We,  The  People  —  16mm  sound,  8 
min..  Cost,  $30.00;  Rental,  $2.50. 
Young  .America  Films,  Inc.,  18  E. 
list  St.,  New  York,  N.  Y. 

/),  .Sr  HS,  Adult:  Soc.  Studies. 

•  An  orienlation  film  designed  to 
show  ilic  various  purposes  and  func- 
lidhN  1)1  ihc  I'nitcd  Nations  Organi- 
/nioii.  I  hrough  the  comliiiu-d  use 
1)1  li\c  adion  and  animated  (harts. 
I  111'  lilni  describes  each  ol  llic  basic 
luiKiions  of  the  six  major  di\isions 

SEE    PAGES    34-35    FOR    SOURCES 


of  the  United  Nations  and  points 
out  the  responsibility  which  devolves 
upon  each  individual  in  making  the 
United  Nations  luHill  its  purpose. 

World  We  Want  to  Live  In— 16mm 
sound.  10  mill.:  Deposit.  National 
Confeience  of  Christians  and  Jews, 
381  Fourth  Ave.,  New  York  16,  N.Y. 

Intermed.,  Jr,  Sr  HS,  Adult;  Soc. 

Studies,  Civics,  U.S.  Hist.,  Clubs. 

•  .A  very  dignified  plea  for  under- 
standing and  tolerance  of  the  other 
fellow's  \iewp()int.  .An  excellent  film 
to  be  used  in  situations  where  inter- 
group  relationships  are  being  studied 
and  discussed.  Shcjws  the  viewpoints 
of  the  Protestants,  the  Catholic,  and 
the  Jew,  as  well  as  the  viewpoints  of 
heretofore  conHictng  groups  being 
brought  together  on  the  basis  of 
mutual  understanding. 

35MM     FILMSTRIPS 

The   Marshall   Plan  —  Pathway   to 

Peace-filmstrip,  $3.00  with  16-page 
leader  guide.  Film  Publishers,  Inc., 
25  Broad  St.,  New  York  4.  N.  Y. 

Jr,  Sr  HS,  Col,  Adult;  Hist.,  Soc. 

Studies. 

•  Ihis  filmstrip  was  produced  in  col- 
laboration with  the  Foreign  Policy 
Association  and  clearly  explains  the 
reasons  behind  Europe's  needs, 
America's  present  and  future  stakes 
in  European  recovery,  and  the  sig- 
nificance of  the  Marshall  Plan  in 
world-wide  peace  and  prosperity. 
Speechnotes  included. 

Nature  of  Democracy— 7  filmstrips; 
Color,  $33.50  a  set;  $5.75  each.  (Cur- 
riculum) Jam  Handy  Organization, 
2821    E.    Grand    Blvd.,    Detroit    11. 

,/),   .Sr   HS:   Civics.   Hi.^t.,   Soc. 

Studies. 
•This  series  of  seven  filmstrips  shows 
the  rights  and  responsibilities  of  the 
Eds  and  Bills  and  Helens  of  Fair- 
town  —  an  ideal  (ommunity.  Each 
filmsiiip  pro\  ides  a  basis  for  class 
discussion,  and  stimulates  student 
interest  in  current  problems.  Titles: 
(I)  Democracy  at  Work;  (2)  Free- 
dom of  Religion;  (3)  Equality  Be- 
fore the  Luiu;  (4)  Taking  Part  in 
tlie  Government;  (5)  Freedom  of 
Expression;  (6)  Education;  (7)  By 
and  For  the  People. 
SVE  Picturol  Library:  luiiuli((ls  ol 
suitable  filmstrips  to  aid  students  in 
belter  uiKlcrstiniding  of  our  world 
are  a\  ailable  from  Society  for  Visual 
Educ:iti()n.  Inc..  100  E.  Ohio  Si.. 
C'hicai'o   1  1. 


/^^ 


A  liillitcr  weight,  ALL-PURPOSE 
16  mm  projector  for  more 
effective  teaching 


EASIEST 
SOUND   PROJECTOR 
TO  THREAD 


Follow  the  cuiJc  lints  t-inbossed  on 
side  of  projector  tor  path  ot  the  tilms. 
"Cushion  Action"  sprocket  shoes, 
large  16-tooth  sprockets,  swing-out 
picture  gate  —  make  the  RCA  "400" 
the  easiest  of  all  projectors  to  thread. 


MICROPHONE   OR 
RECORD   PLAYER 
FACILITY 


•  CLASSROOM    or   AUDITORIUM.    The 

easy  portability  and  brilliant,  sparkling  perform- 
ance of  the  RCA  "400"  make  it  the  ideal  projec- 
tor for  use  m  classroom  or  small  auditorium. 
This  sturdily  constructed  projector  means  extra 
years  of  dependable  service. 

•  SOUND  or  SILENT.  The  precision  sound 
scanning  and  speaker  systems  reproduce  music 
and  \oices  with  the  realism  of  natural  sound, 
■^"ou  change  from  sound  to  silent  operation  by 
merely  turnuig  a  knob. 

•  BL.\CK-AND-\\HITE   or   FULL-COLOR 

PICTURES.  The  straight-line  optical-axis  sys- 
tem, coated  lens,  750- or  lOOO-watt  lamp  combme 
to  show  all  hlms  at  their  best  in  brilliance,  con- 
trast and  definition. 

.  with  your  own  hlms.  For  illustrated  brochure  and 
name  of  nearest  dealer,  write:  Educational  Sales 
Department,  82B,  RCA,  Camden,  N.  J. 

FIRST  IN   SOUND  .  .  .  FINEST   IN    PROJECTION 


SEE  IT...  HEAR  IT 


THEATRICAL   FRAMING 


FINGER-TIP  TILT  CONTROL 


^'ou  can  make  comments  or  play  mu- 
sic while  runningsilent  films.  Provides 
a  "P.-\"  system  for  pre-show  announce- 
ments or  musical  entertainment. 


Framing  a(Ijii>'nM  lus  Jo  not  disturb 
picture  or  optical  alignment.  You  give 
professional  qualit\  showings. 


Just  turn  the  tilt  control  to  lower  or 
raise  the  projector.  It's  quick,  accu- 
rate and  effortless. 


RADiO  CORPORATtOM  of  AMERICA 


EDUCATIONAL   SALES   DERARTMEMT, 


CAMDEN,  N.J* 


EXPERIENCE -QUALITY- SERVICE 


Victor  Lite-Weight 
16mm  Sound  Motion 
Picture  Projector 


Victor  Triumpti  60 
16mm  Sound  Motion 
Picture  Projector 


Victor  Ibmm  Sound  Projectors  are  outstanding  for  everj" 

educational  requirement.  Victor  combines  unmatched  experience 

and  superior  quality  with  unparalleled  service — a  triple  value 

for  every  educational  institution.  Strategically  located  throughout 

the  nation,  there  is  a  Victor  Headquarters  in  your  territory 

to  help  ,you  with  audio-visual  information. 

Constantly  mindful  of  teachers'  problems,  the 

new  compact  Victor  Lite-Weight  is  specifically  designed 

for  classroom  and  small  group  use.  Similarly 

smart  in  design,  the  Victor  Triumph  60,  with  its 

greater  sound  capacity,  is  acclaimed 

^^^  bv  schools  and  colleges  for  auditorium  use. 

k    DIVISION    OF   CUHTISSWRIGHT   COKPOHATION 

Dept.  Z-7,  Home  Office  and  Factory:  Davenport.  Iowa 

New  York  •   Chicago   •  Distributors  Throughout  the  World 

MAKERS      OF      MOVIE      EQUIPMENT     SINCE      1910 


YOUNG  MINDS  COME  ALIVE...  AND  LEARN 


when  you  show  EB Films! 


4  NEW  EBFILMS 


SOAP 

Explains  the  noture,  manu- 
facture, and  cleansing  ac- 
tion of  soop.  Shows  how 
soopis  made  in  o  laboratory 
ond  o  commercial  plonl. 


ICE  CREAM 

Afovorite  food  givesyoung- 
sters  an  insight  into  Ameri- 
can industry.  Shows  ice 
cream  mode  ot  home,  then 
by  foctory  methods. 


Shows  how  sand,  Jimestone, 
and  soda  ash  ore  obtained 
and    converted    into    glass, 
both  in  a  laboratory  and  in 
a  modern   industrial  plant. 


Every  EBFilm  is  part  of  your  school's  regular  cur- 
riculum . .  .  yet  every  EBFilm  does  a  special  teaching  job : 
making  subject  matter  a  vital,  absorbing  classroom  experi- 
ence youngsters  can  grasp  quicker,  retain  longer. 

Consider  autumn  ON  THE  farm,  for  example  . . . 
bringing  all  the  brilliant  color  and  busy  activity  of  farm  life 
right  into  your  classroom.  Or  SOAP,  GLASS,  and  ICE  CREAM 
. .  .  portrayed  so  memorably  that  even  the  youngest  pupil 
can  understand  the  sociological  and  economical  significance 
of  these  important  products.  These  are  but  four  additions 
to  the  world's  largest  collection  of  authentic  classroom  films 
. . .  offering  over  500  titles,  covering  more  than  50  different 
subject  areas. 

Good  teachers  know  they  can  be  sure  with 
EBFilms,  whatever  the  subject  area  . . .  because  EBFilms  are 
produced  by  educators  for  the  specific  use  of  educators  — 
authentic,  forceful  teaching  tools  that  help  you  do  a  better 
teaching  job  in  every  department  of  your  school. 


In  rich,  vibrant  color! 
AUTUMN    ON   THE    FARM 

A  full  color  film  showing  all  the  fun  and  work 
of  farm  life  in  autumn.  Third  in  EBFilms'  re- 
markable series  of  full-color  films  on  country 
life.  Be  sure  to  see  SPRING  ON  THE  FARM  and 
SUMMER  ON  THE  FARM.  And  watch  for  WIN- 
TER ON  THE  FARM,  soon  to  be  released. 


ENCYCLOPAEDIA  BRITANNICA  FILMS  INC. 


WILMETTE,  ILLINOIS 


HARRIS  ELECTROTONE 

MODEL  50 

The  Most  Popular  2-Speec/  Playback 

Equipment  vvifh  Microphone  Input-^Among 

West  Coast  Eclucators 

Now  Available  Nationally 


The  Harris  Electrotone  speaks  for  itself.  Hove  your  sound 
equipment  specialist  check  these  specifications,  and  you 
will  want  to  order: 

CABINET:  Slurdtly  con^itrucled  cf  three-ply  wood,  secured  by 
glue  blocks  and  braces.  Motorboard  attached  by  mochine  screws 
entering  Into  tapped  metal  nuts  within  body.  Features  nickeled 
metal  corners  ard  metal  knees.  Rubber  feet  provided  for  both 
carrying  and  operating  positions.  Sturdy  leather  handle.  Tubes 
ore  accessible  without  removing  motorboard.  Vents  ond  speaker 
openings  covered  with  rigid  metal  grill.  Portion  containing 
speaker  Is  removable  and  is  equipped  with  50  feet  of  extension 
cord. 

AMPLIFIER:  6  tubes.  Class  AB  push  pull.  2  ■  6F6,  2  -  6SN7, 
1  -  6SQ7,  1  -  5Y3.  Output  6  watts  at  voice  coil,  Harmoric  distor- 
tion less  than  5%.  Frequency  response  uniform  within  plus  or 
minus  2DB  from  50  to  12000  CP5.  Hum  level  not  less  than  50DB 
below  maximum  output.  Phonograph  channel  will  produce  rated 
output  from  Victor  Record  No.  84522B.  1000  cycles.  78  rpm.  Micro- 
phone channel  designed  for  high  impedance  microphone.  Am- 
plifier is  designed  to  permit  mixing  of  microphone  and  phono- 
graph imputs,  each  with  separate  volume  control  permits  using 
microphone  while  record  is  playing.  Master  on  and  off  switch. 
Pilot  Light.  Adequately  ventilated  and  protected  by  a  fuse. 
EASY  TO  SERVICE:  By  removing  motorboard  and  ampli- 
fier holding  clamps.  Disconnect  motor  and  pickup,  service  man 
can  lift  entire  amplifier  and  AC  line  out  of  cabinet. 
SPEAKER:  12  wott,  12"  Jensen  P12R  AInico  5.  1  inch  voice  coil. 
PICKUP:  Astatic  No.  N400.  Type  Nylon  1-J  crystal  with  re- 
placeable Sapphire-tipped  Nyton  needle.  Frequency  range  50  to 
8000  CPS.   Needle   pressure   1  Vz   ounces. 

MOTOR:    General    Industries    Model    D    2-speed,    331/3    or   78 
rpm.   50-60  cycles  variable   speed  control,  rubber   mounted. 
SIZE:   12V2   X  171/2   X  20 1/2  " 

WErcHT:  45  lbs.  LIST  Price       $200.00 

If  Microphone  Input  is  not  needed  —  Order  Model  D  —  Same 
as  above,  $165.00 

Please  place  our  name  on  your  mailing  list  for  bids  on  play- 
back equipment. 

Send  for  complete  catalog  and  specifications  on  other 
models. 

DEALERS:  Some  area  franchises  are  available. 


ARRIS 

MANUFACTURING    COMPANY 


2422  W.  Seventh  St. 


Los  Angeles  5,  Calif. 


WE  ARE  TODAY  SPENDING 

A   Report   from    the   Detroit   Public   Schools 
Continues  a  Popular  See  &  Hear  Feature 

•k  The  Detroit  Public  Schools  are  coiiiniiiicd  to  a 
program  of  audio-\  isual  education  because  of  the  unique 
contribution  such  activities  make  to  the  educational 
process.  Visuaii/ation  of  concepts,  supplemented  b\ 
the  printed  page,  is  a  combination  which  is  hard  to 
beat.  Most  films  and  recordings,  as  we  see  them,  rep- 
resent a  careful  organization  of  significant  material. 
Learning  takes  place  when  girls  and  boys  feel  that 
subject  matter  is  genuinely  important  to  them.  Seldom 
are  \isual  aids  not  of  this  nature. 

Our  teachers  have  been  cpiick  to  seize  upon  the 
\isual  media  because  they  see  the  tremendous  interest 
of  e\er\  child  in  the  classroom.  Concepts  are  clarified, 
curiositx  is  awakened,  discussion  is  quickened,  and 
the  entire  world  is  brought  to  the  \ery  doorstep  of  the 
school. 

Large  city  schools  especially  need  to  ha\e  wavs 
i)\  which  children  can  be  introduced  to  the  world 
which  lies  outside  their  immediate  neighborhood. 
Instructional  films  serve  this  purpose.  In  the  lower 
elementary  grades  particularly  such  a  topic  as  Ayiimals 
of  the  Farm  holds  only  \ague  meanings  for  children 
until  they  ha\e  seen  the  film  by  the  same  title  or  others 
of  a  similar  nature.  .\nd  for  most  of  the  older  students, 
the  atomic  theorx  is  largely  an  aijstraction  until  the\ 
is  as  true  with  the  rural  as  Atomic  Energy.  Certainly  this 
is  true  with  the  rinal  as  well  as  the  inban  hiarh  school 
student. 

VV'hile  this  discussion  has  pointed  towaril  films, 
the  same  can  ije  said  of  other  media  such  as  tilmstrips, 
radio,  maps,  charts,  slides,  and  gl()i)es.  We  belie\e  each 
of  these  should  be  within  easy  access  to  the  classroom 
teacher.  This  is  an  objective  we  hold.  Reaching  that 
goal  is  obviously  a  matter  w'hich  is  conditioned  b\ 
available  funds.  The  course  is  clear,  however,  and  we 
will  continue  to  work  to  make  available  to  the  teachers 
those  materials  without  which  maximinn  instructional 
effectiveness  cainiot  be  achieved. 

R.  E.  Le.-\ndersoii.  Supervisor 
J'isiinl  Education   Department 


See  &  Hear  Magazine 

Published   at   812   N.    Dearborn   St.,    Chicago    10 

Earl  M.  Hale.  President      ().  H.  Cloelln.   Jr..  Publisher 
Walter  .\.  W'ittich.  Editor  [ohn  (.ii\  Fowlkcs.  Editor 
William  Ball.  Art  Director 

New  York  Office:  Los  .\ngeles  Office: 

■)()1  West   IKUli  Street,  5()()()  Sunset  Boulevard 

Robert  Seymour.   Jr.,  Edmund  Kerr,   Western 
Eastern  Manai'er  Manaser 


Issue  7  of  Volume  .1,  puljlishcd  March.  1948  at  812  N.  Dearborn  St..  Ctiicago 
10.  liy  .\udio-Visual  Puhliialions.  Inc.  rratic  Murk  Registered  U.  S.  Patent 
onicc.  Entire  Contents  Cop\  right  iM48.  International  Rights  Reserved. 
Application  for  seiond  class  matter  pending  at  the  Post  Office,  Chicago, 
Illinois.  By  subscription  S3. 00  per  school  >ear:  foreign  S4.00,  .Address 
all   inquiries  to  Chicago  office. 


SEE     .\  N  D     H  E  .\  R 


\ 

^ 

ik'i 

■^ 

/^:n 

0 

% 

h 

fci-  -^. 

K  r 

% 

p 

w 

r 


two  new  Audio  Visual  Aids 


designed  especially  for  classroom  use 


RCA  VICTOR  two-speed 
Transcription  Player 

At  last  a  transcription  player  of  outstanding 
quality,  designed  especially  for  classroom  use. 
Plays  either  16-inch  transcriptions  or  standard  rec- 
ords. Constant  speed  is  obtained  by  using  two 
separate  motors — one  for  drivmg  turntable  at  33'/j 
RPM  and  one  for  78  RPM.  Positive  speed  control 
at  the  flip  of  a  switch.  Five  watts  of  und.storted 
power  output  with  wide  frequency  range.  Crystal 
pickup  with  a  permanent  point  Osmium  needle. 
Tone  control  throughout  entire  frequency  range 
with  special  selector  switch  to  give  best  reproduc- 
tion ot  music  and  voice. 

Detachable,  heavy-duty  8-inch  speaker  with  25- 
foot  e.xtension  cord.  Weight  less  than  30  pounds. 
Compact  and  light  enough  for  classroom  use.  Suf- 
ficient power  for  most  school  auditoriums. 


J 


Detachable 
Slide  Film  Carrier 

The  quickest  and  easiest  projector 
threading  you  have  ever  seen.  Film 
IS  loaded  away  from  projector.  Rub- 
ber rollers  gently  push  film  through 
carrier.  No  sprockets  to  tear  film 
Can  run  him  forward  or  backward 


RCA  Classroom 
Slide  Film  Projector 

for  35mm  Filmstrips  and  2"  x  2"  Slides 

Here  is  a  dual-purpose  projector  designed  for  class- 
room use  which  IS  priced  so  low  that  you  can  now 
equip  every  classroom  with  its  own  projector.  Unique 
in  design  and  amazingly  simple  to  operate.  No 
sprockets  to  thread,  no  sprockets  to  tear  film.  150- 
watt  lamp.  Coated  lenses.  Sufficient  illumination 
for  both  black-and-w-hite  and  color  filmstrips  and 
slides.  The  simplest  dual-purpose  projector  ever 
oflFered  to  the  educational  field. 

See  your  RCA  I'ictor  Ediuational  Dealer  or 

zcr'.ie  for  fur'.her  details  and  school  price. 


Educational  Sales  Department,  82C 

Radio  Corporation  of  America 
Camden,  N.  J. 

Please  send   me  complere   information   on   □    RC.A's  new 
Transcription  Player  and  fl  Classroom  Slide  Film  Projector. 


EDUCATIONAL   SALES   DEPARTMENT 

RADIO    CORPORATION 
of  AMERICA 

CAMDSN.  N.  J. 


Name— 


SchooL 


Street- 
Citv_ 


-State- 


-M  .\  R  C.  H     •      19  4  8 


Announcing 

NEW  MODEL  63LIVI 


Underwriters'   Laboratories 
Listed 

• 

Push-pull  Miniature 
Tube  Amplifier 

• 

New  Low  Price 


Write  for  com- 
plete details  and 
name  of  author- 
ized Visual  Aid 
dealer. 


MOVIE-MITE 

76mm  Projector  with  DUAL  SPEED  for  Sound  or  Silent  Films 

Entire  projector  weighs  only  26  pounds  .  .  .  complete 
with  speaker,  in  one  case  only,  8x111/2x151/2  inches  in 
size.  Exceptionally  well  machined  .  .  .  rugged  .  .  . 
produces  beautiful,  sharp  and  steady  picture  with  un- 
believable sound  movement  and  quality  for  both  voice 
and  music  reproduction. 

Being  used  for  audiences  up  to  100  people,  on  screens 
up  to  72  inches,  in  darkened  rooms.  Reel  capacity 
2000  ft.   Universal  A.C.  or  D.C.  105-120  Volt  operation. 

Commercial  model  has  small  screen  for  desk  top 
showing  .  .  .  same  new  low  price. 


I'ireeo   vnno  cvce  Aun  fAPQ  nu  Mjini/lP  —  A4ITP " 


Your  School  Needs  the  Projectionist's  Handbook 

Educators  Praise  this   Illustrated  Color   Manual   on   Good   Showmanship 

Order   a    copy   today   of   the    36-  cators  who  have  made  use  of  the 

page    color    and    graphic    manual  Projectionist's    hiandbook    in    their 

on  good  showmanship  for   16  mm  audio-visual   departments   indicate 

sound   and   35   mm   slidefllm   pres-  Its    value    for    school    use.     Take 

enfatlons.       Step-by-step      lessons  advantage  of  this  valuable  tool  for 

plus  two-color  threading  diagrams  the   better  use  of  films  and   fllm- 

of    all    standard    machines.     Com-  strips  in  your  school.   Order  copies 

ments  received  from  leading  edu-  today   at   $1.00  each. 

The  Audio-Visual  Projectionist's  Handbook 

812  N.  Dearborn  Street      *      Chicago  10,  Illinois 


WAYNE  ANNOUNCES  A  NEW 
A-V  CONSULTATION  BUREAU 

♦  \\  .  E.  Lcsscngcr,  Dean  of  tlie  '  ol- 
legc  of  Education,  Wayne  Univers..\, 
has  recently  announced  that  the  new- 
Iv  established  .\udio-\'isual  Materi- 
als C^onsuliation  Bureau,  a  unit  of 
the  College  of  Education,  will  serve 
Wavne  Unixersiiy,  producers  of  ma- 
terials, schools  and  educational  or- 
ganizations in  the  Detroit  area.  The 
Bureau  will  offer  such  assistance  as 
critical  analysis  of  scripts,  curricu 
liini  surveys  and  classroom  tryout  o! 
productions  in  rough-cut  or  hnished 
form.  Ser\  ices  to  schools  will  include 
recommendations  on  ecjuipment, 
sources  of  materials,  and  organiza- 
tional patterns  for  audio-visual  pr'- 
grams. 

In  charge  of  the  Bureau  will  be 
Dr.  .\rthur  C.  Stcnius  who  comes  to 
his  new  responsibilities  after  having 
accinnulated  a  wealth  of  professional 
information  and  experience  gained 
througii  pre\  ious  association  with 
actual  production  and  a  directorship 
of  audio-visual  education  in  the  De- 
troit I'ublic  Schools. 


on  the  Best  16mm 
SHORT  SUBJECTS? 

(ducational , . .  Entertaining! 

25  CARTOONS 

13  WIltlE  THE  WHOPPER 
SUBJECTS 

The  Toll  Story  Teller  of  the  eortoon  world. 
Willie's  amozing  ond  incredible  e«ploit»  ore 
goily  depicted  In  thii  outstanding  cartoon 
jeriei.  Eoch  jubject  one  reel.  List  prices 
J17.50   eoch. 

12  FLIP  THE  FROG 
SUBJECTS 

Cleverly  drawn,  perfectly  onimoted,  delight, 
fully  humorouj  cartooni  thot  will  provide 
mony  tiours  ol  pleojont  relocation.  Eoch  »ub- 
ject   one    reel.    List    Price;    $17.50   eoch 

6   TWO-REEL   COMEDIES 
WITH   MICKEY    ROONEY 

The  hilarious  odventures  of  Mickey  McGuire 
ond  his  Gong.  Clossics  in  the  field  of  juvenile 
comedy,  ployed  by  highly  lolenled  costs.  Irre- 
sistibly oppeoling  to  children  ond  grown-ups 
oliVe.   Two   reels  each,  list  Price:    $40.00  each. 

AvaiJobfe    at    leading    film    Libraries. 

Write    tor    fRBf    catalog   to   Dept.  36, 


POST    PICTURES    CORP. 

115  W.45th  St.,  New  York   19,  N.  Y. 


pos 


SEE    AND    HE.\R 


iiLN  AMAZING 

SCIENCE  FILM 

ADAPTABLE  FOR  USE 


ON  EVERY  SCHOOL  LEVEL! 

For  centuries  the  bee  has  been  regarded  as  one  of  nature's  most  interesting 
creatures.  Man  has  striven  ceaselessly  to  penetrate  and  convey  the  fascination  of 
its  life  cycle  and  complex  social  behavior. 

Now,  at  last,  the  whole  engrossing  story  has  been  successfully  recorded  in  one 
film.  It  is  an  amazing  study,  authentic  in  every  detail,  and  yet,  so  clear  in  its 

approach  that  it  can   be  used  profitably  on  every 
school  level. 

In  Elementary  Schools  it  can  be  utilized  to  portray 
the  complete  story  of  the  bee  and  the  story  is  told 
simply  enough  to  be  understood  and  appreciated. 

On  the  High  School  level  it  is  an  ideal  source  of 
scientific  data  for  Biology  and  Science  classes. 

Colleges  will  find  it  perfect,  for  it  is  a  complete 
cyclical  study  of  the  Life,  Food  Gathering  Pattern 
and  Protection  and  Maintenance  of  the  Hive. 

^1       Garden  Clubs  and  similar  groups  will  welcome  it 
^2    **>  ^  program  refresher  and  basis  for  discussion. 

Never  before  has  any  film  told  so  completely  this 
story;  bees  are  seen  in  cells,  in  living  bridges  of 
insect  engineers,  in  a  battle  of  Queens  and  in  many  equally  amazing  activities. 

The  film  from  which  this  study  has  been  especially  edited  was  awarded  the 
First  Prize  at  the  Cannes  Film  Festival  as  "The  World's  Most  Outstanding  Educa- 
tional Film."  Scientifically  correct  in  every  detail,  it  is  a  2  reel,  16mm  sound  film 
and  may  be  purchased  for  S90. 


SEE  YOUR 
UNITED  WORLD    DEALER  OR  SEND 
THIS  HANDY  ORDER  FORM  TODAY! 


Distributon  for 

Universal-lnternalional  and  J.  Arthur  Rank 

Incorporating 

Bell   &   Howell   Filmosound   Library   &   Castle   Films 

445  Park  Avenue    •    New  York  22,  N.  Y. 


United  World  Films,  Inc.,  445  Pork  Avenue,  New  York  22,  N.Y. 

Please  send  me prints  of  "THE   STORY   OF  THE   BEES" 


Remittance  enclosed  D 


Nome- 


Ship  C.O.D.  D 

.Position 


Institufion- 

Addreiz 

City 


-Sfote- 


I  am  interested  in  the  following  film  catalogues: 

Educotional  D      Recreational  D      Religious  D      Home  Movies  D 


S-3 


MARCH 


1948 


THE  EDITORIAL  ADVISORY  BOARD  OF  SEE  &  HEAR  MAGAZINE 


Ro(.i;r  Albright,  Mplion  Picture  Association 

Lester  Anderson,  University  of  Minnesota 

V.  C.  Arnspicer,  Encyclopaedia  Britannica  Films,  Inc. 

Lester  F.  Beck,   University  of  Oregon 

Esther  Berg,  New  York  City  Public  Schools 

Camilla  Best,  New  Orleans  Public  Schools 

Flovde  E.  Brooker.  U.S.  Office  of  Education 

James  \V.  Brown.  Syracuse  University 

Robert  H.  Birgeri.  San  Diego  City  Schnnis 

Miss  J.  Margaret  Carter,  National  Film   Hoard 

Lee  W.  Cochran.   University  of  Iowa 

Stephen  M.  Corey,  University  of  Chicago 

C.  R.  Crakes,  Educational  Consultant,  Del't^-  Corj). 

Amo   DeBernardis.   Portland  Public  Schools 

Oean   E.   Douglass.  Educational  DejH.,  RCA 

Henry  Durr,   Virginia  Stale  Department  of  Education 

Glen  G.  E^■E,  Uniivrsity  of  Wiscofisin 

W.  G.  Gnaedincer,  State  College  of  Washington 

Leslie  Frye,  Cleveland  Public  Schools 

Lowell  P.  Goodrich,  Supt.,  Milwaukee  Schools 

William   M.  Gregory.   Western  Reserve  University 

John  L.  Hamilton.  Film  Officer,  British  Information  Sen'ice 

O.  A.  Hankammer.  Kansas  State  Teachers  College 

\V.  H.  Hartley.  Townson  State  Teachers  College,  Mar\iand 

John  R.  Heih.is.  University  of  Iowa 

\'|RGIL  E.   Herrick.  University  of  Chicago 


Hi  NR\    H.  Hill,  President,  George  Pcabod\  College 

Chari.F-S  Hoff,  University  of  Omaha 

Wmtfr  E.  Johnson.  Society  for  Visual  Education,  Inc. 

\\  \si>\   Wheeler  Johnston.  Knoxville  Public  Schools 

HiRoi.D  L.  KoosER.  Iowa  State  College 

Abrmiam  Rrasker.  Boi/OH  University 

L.  C.  Larson.  Indiana   University 

Gordon   N.  Mackenzie,   Teachers  College,  Columbia   Univ. 

Harold  B.  McCarty%  Director  WHA,  University  of  Wisconsin 

Bert   \[cClelland,   Victor  Animatograph    Corporation 

Charles  P.   McInnis,  Columbia    (S.C.)    Public  Schools 

Charles  F.   Milner,   Universit\   of  North    Carolina 

Ervine  N.   Nelsen,  The  Amfno  Corporation 

Elizabeth  Goidy   Noel.   Radio  Consultant,  California 

Francis  Noel,  California  Stale  Department  of  Education 

Herbert  Olander,   University  of  Pittsburgh 

Bo^  d  B.  Rakestraw,   University  of  California.  Berkeley 

C.  R.  Reagan,  Film  Council  of  .America 

Don  C:.  Rogers,  Chicago  Public  Schools 

W.  T.   Rowland,  Lexington,  Kentucky,  Public  Schools 

E.  E.  Sechriest,  Birmingham  Public  Schools 

Harold  Spears.   Sati  Francisco  Public  Schools 

\rihi  R  Stenius,  Detroit  Public  Schools 

I.iii\    I  Roi.iNGER,   University  of  Colorado 

I' ML   \\  ENDT,  University   of  Minnesota 


A  Check  List  of  Outstanding  Films 
On  Peoples  of  Other  Countries 

To  date  the  International  Film  Foundation  has  produced  and  made  available  to  the  non- 
theatrical  field  nine  subjects  on  the  peoples  of  RUSSIA,  POLAND,  and  ITALY  and  one 
animated  color  film  on  the  subject  of  racial  prejudice. 

Are  you  familiar  with  all  these  subjects?  Have  they  been  shown  in  your  community?  A'c 
they  in  your  library?  Have  you  a  sufficient    number  of  prints  on  hand? 

MARY  VISITS  POLAND  .  .  .  HOW  RUSSIANS    PLAY  .  .   .   ARTISANS    OF    FLORENCE 

PEOPLES  OF   THE   SOVIET   UNION   ...  A  RUSSIAN  CHILDREN'S  RAILWAY 

CHILDREN  OF  RUSSIA  .  .  .  BREAD   AND  WINE  .  .  .  ITALY  REBUILDS 

POLAND  .  .  .  and  .  .  .  BOUNDARY    LINES    (animated) 

For    rental    of    these    ten    subjects    place   your    order    TODAY     with    your    Film    Rental    Library;    For    purchase, 

order    through   your    Visual    Education    Dealer   or    direct. 

For    descriptive    information   of   each    of    these    JULIEN    BRYAN 
PRODUCTIONS  on  peoples  of  other  countries,   write 

THE  INTERNATIONAL  FILM  FOUNDATION  Inc. 

1600  BROADWAY  NEW  YORK  19,  N.Y. 


SEE     AND     HEAR 


SOUTHERN  CALIFORNIA  HAS 
FOUR  A-V  TEACHING  POSTS 

♦  The  L"ni\cr>i!..  ..l  v.^.thern  Call 
fomia  has  announced  four  part- 
time  teaching  assistantships  in  con- 
nection with  the  audic>-\  isual  labora- 
torv"  of  the  School  of  Education. 
Duties  of  teaching  assistants  will  in- 
clude assistance  in  suf>ei-\  ision  of  the 
laboratoi-v  sections  of  the  introduc- 
torv  course  in  audio-visual  materials 
and  technical  assistance  and  research 
in  the  audio-\isual  laboratorv  to  a 
combined  total  of  eighteen  hours  a 
week. 

Qualifications  desired  for  the  as- 
sistants include:  (1)  public  school 
teaching  experience:  (2)  experience 
in  the  field  of  audio-\isual  materials 
or  equivalent  background:  and  (3) 
a  Master's  degree  in  education  or  a 
Master's  program  nearing  comple- 
tion. Concurrent  graduate  work  to- 
ward a  degree  in  the  School  of  Edu- 
cation, specializing  in  some  aspect  of 
audio-\isual  materials  is  desirable. 

.\  .Master's  program  -irith  a  major 
in  audio-visual  materials  is  now  in 
effea  at  the  Universitv.  Doctoral 
candidates  vrith  interest  in  this  field 
major  in  ciuriculum  and  specialize 
in  audio-visual  materials  as  an  as- 
pea  of  that  broad  field.  The  School 
of  Education  offers  specific  courses 
in  audio-\isual  materials  in  addition 
to  seminars,  and  manv  related 
courses  are  available  in  the  depart- 
ments of  education,  cinema,  radio. 

Compensation  varies  among  the 
various  assistantships  available,  but 
will  average  about  SIOOO  for  the  aca- 
demic \ear  plus  about  S400  addition- 
al for  those  appointed  for  summer 
session  as  well.  Some  additional 
compensation  is  available  for  simi- 
lar work  in  connection  with  night 
classes. 

Inquiries  regarding  assistantships 
should  be  addressed  to  Donald  C. 
Doane.  Direaor of  .\udio-\isual  Lab- 
orator\'.  University  of  Southern  Cali- 
fornia. Los  .\ngeles  7.  California. 

NEW  CORONET  CATALOG 
HAS  ENTIRE  LIBRARY  LISTED 

♦  To  proWde  \'isuai  educators  with 
a  con\  enient  reference  for  the  entire 
Coronet  Instructional  Films  library, 
the  producing  companv  has  just  pub- 
lished a  new  catalog  which  includes 
all  of  the  sixes-  new  Coronet  films 
released  in  1947.  as  well  as  titles  pre- 
^iousl\   produced. 


C(t4atei^e^  tAc  M^-'^cct. . . 


WHEX  IX  XEED  OF 
EDUCATIONAL 
FILMSTRIPS  OR 

2"x  2"  !« 


•  • 


THE  SOBKES 

Biology 

Botany 

Chanistrr 

GtolopT 

Matlienutic= 

Medica]  and  Tedmieal 

Metconsloey 

Phydes 

Zoology 

SOOAl  STUNES 
Geocrapby 


Tras»pcnatioa 

THS  A«TS 

.Vrchitectar* 

Dance* 

Dedfil  ami  Crafu 

Interiors 

Landscaping 

LiteratlMV 

Mode 

Pamtinf 

Sctilptnr* 

Biofraplne:< 

Boiinr^M 

Health 

lodoMxial  Arts 

Lanfua^ef 

Literatore 

Patriotiesi 

Pramattsllip 

Reading 

ReUpoa 

V  :<atiaBal  GiMiiinfg 


•  In  the  S.V.E.  librarv  of  educational  filmstrips  and 
slides  you  \»-ilI  find  authentic,  up-to-date  visualiza- 
tion of  anv  course  in  the  modem  school  curriculuin. 
The  S.V.E.  librarv  is  the  finest  and  most  complete 
of  its  kind  in  the  world  .  .  .  contains  more  than 

1.500  35  mm.  filmstrips  and  20.t»)  miniature 
(2'  X  2')  slides.  Subjects  ranfe  from  kindergarten 
stories  to  technical  aid  for  advanced  coiu-ses  ...  all 
visualized  imder  the  supervision  of  outstanding 
educators.  Additions  to  the  S.V.E.  filmstrip  and 
slide  librarv  are  being  made  constantly,  and  com- 
pleted material  is  kept  current. 

•  S.V.E.  fiJmstrips  and  slides  are  shown  to  greatest 
advantage  ^"ith  S.V.E.  projectors.  There's  a  model 
to  meet  every  need.  The  A_\A  Tri-Purpose  pro- 
jector illustrated  here  shows  single-  and  double- 
frame  filmstrips  and  2'  s  2'  slides.  Easy  to  thread. 
and  easv  to  operate.  Immediate  deUvery. 


Modtl   AAA 


^  rite    today   for  informative 
S.V.E.    filmstrip.   slide,   and   pro- 
jector  catalos*.    AJso.   ask   about 
the   free    sponsored    filmstrips. 
Addrea  Dtfi.  E336 


SOCIEH  FOR  VISUAL  EDUCATION,  INC 

^  BuiimeAA  Co*po*aiiOM. 


100  East  Ohio  Street 


Chicago  11,  III. 


MARCH 


1948 


THE  LIGHTER-WEIGHT  PROJECTOR  YOU'VE  DREAMED  ABOUT  IS  HERE 


16mm.  SOUND  PROJECTOR 
AMPLIFIER,  SPEAKER  AND 
SCREEN  — ALL- IN -ONE  — 
SMALL,  COMPACT  CASE 
WEIGHING  LESS  THAN  31   LBS. 


HERE'S  WHY  THE  DEVRY  "BANTAM"^ 
IS  WANTED  MOST  BY  MOST  PEOPLE 

So  light,  it's  as  easy  to  carry  as  a  port- 
able  radio. 

So  simple  to  set  up,  thread  and  focus,  it's 
like   operating   a   record-player. 
So    designed    as    to    give    you    both    silent 
and    sound    projection    without   additionol 
equipment. 

So  carefully  engineered,  it's  infinite/y 
kind   to   film. 

So  equipped  (750-1000  watt  illumina- 
tion) you  get  brilliant,  distinct  pictures. 
So  constructed  as  to  give  you  amazingly 
life-like  sound. 

So  ruggedly  built,  you  can  count  on  your 
DeVry  "Bantam"  to  give  you  years  of 
day-in,  day-out,  trouble-free  perform- 
ance. 

Your  DeVry  "Bantam"  gives  you  BIG  pro- 
jector features,  PIUS  many  new  EXCLU- 
SIVE DeVry  refinements:  2,000  ft.  film 
capacity.  Fast  motor-driven  rewind. 
Coated  lens  elements.  Automotic  loop- 
setter.  Prefocused  exciter  lamp.  Motor- 
driven  forced  air  cooling.  Either  AC  or 
DC   operation. 


Single  Case  "Ban- 
lam"  wi(h  built-in 
6inch  ALMCO  5 
permaneni  magnci 
speaker,  is  readily 
deiachable  for 
placemen!  at 
screen    as    desired. 


Dual  Case  "Ban-- 

tam"  projector  and 
amplifier  in  one 
case.  8"ALNIC0  5 
permanent  magnec 
speaker  in  separate 
matched  case. 


^ismj: 


ONLY   FROM   DeVrt 

fc  fw  f(t  Itnam  p(»|*cton  drvfrnd  and  bvill  br  th> 
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I  DiVtT  CORPORATION  j 

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I    PI*at«B>v«  utfullporlicwlori  on  Ih.  n.w  DEV.T"Bontam"  t 


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Zone 

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Sports  Film  Guide  Lists  Over  800  Subjects 


■^  Here  is  the  first  all-inclusive  list- 
ing ot  athletic,  physical  education 
and  recreational  motion  pictures  and 
slidefilnis.  Lists  over  800  subjects  in 
all  fields  from  Archery  to  Wrestling, 
including  essential  facts  on  color, 
running  time  and  content.  Primary 
sources    and    local    distributors    are 


also  indexed  and  addresses  provided. 
Prepared  by  the  Editors  of  BUSI- 
NE.SS  -SCREEN  in  cooperation  with 
the  authoritative  Athletic  Institute. 
.Send  postpaid  anywhere  in  U.  S.  at 
only  50c  per  copy.  Discounts  on 
(|uantity  orders  to  libraries  and 
dealers. 


Order  today  from  Business  Screen  Magazine 

812  NORTH  DEARBORN  STREET  —  CHICAGO    (  I  0)  ,  ILLINOIS 


"LAND  OF  LIBERTY"  FILM 
BEING  CURRENTLY  REVISED 

♦  Land  of  Liberty,  a  history  of  the 
United  States  on  fihii  distributed  to 
schools  by  the  Motion  Picture  Asso- 
ciation, Washington,  D.  C,  will  be 
hroiiglu  up  to  date  under  direction 
of  qualified  educators  to  include 
events  since  1938. 

Roger  .\lbright,  director  of  edu- 
cational ser\ices  for  the  Motion  Pic- 
ture .Association  of  America,  said 
that  a  special  committee  selected  by 
the  National  Council  of  Social 
Studies  has  just  completed  a  general 
outline  for  additions  to  the  fdm. 

The  original  production  was  made 
for  exhibition  at  the  New  York  and 
San  Francisco  ^V'orld  Fairs  in  1939. 
Excerpts  were  taken  from  more  than 
100  i^reviously  released  features  and 
documentaries,  and  woven  togeth- 
er by  Cecil  B.  DeMille  into  a  com- 
]3rehensi\e  history  of  the  United 
States  from  its  colonial  beginnings 
to  1938.  For  the  past  several  years 
16mm  \ersions  have  been  widely  cir- 
cidated  to  school  throughout  the 
counlrv. 


THE  FINEST  IN  16Mn^ 
EDUCATIONAL 

SHORT  SUBJECTS 


DOCUMENTARIES 


Robinson   Crusoe 
This   is   China 
Kamet   Conquered 
Way  of  the  Wild 


Life  of  the  Ant 
A  Fish  is  Born 
Living    Flowers 
Ocean  to  Ocean 
Sponge   Divers 


SYMPHONIES 


Pagliacci 

Aida 

Rosemunde 


3  Reels 

3  Reels 

3  Reels 

2  Reels. 


I  Reel 

1  Reel 

1  Reel 

1  Reel 

1  Reel 


3  Reels 
1  Reel 
1       Reel 


ALL    16MM    SOUND 

Send  for  our  lotest  catalog  of  MAJOR 
COMPANY  feolures,  serials  and  short 
subjects. 

Exclusive   16mm  Distributors 

COMMONWEALTH 
PICTURES  CORP. 

729  Seventli  Avenue,  New  York  19,  N.  Y. 


10 


SEE    AND    HEAR 


EB  FILMS  OFFICE  MOVES 
TO  WILMETTE  BUILDING 

♦  Acliiiiiiij.tiali\c  ami  sales  ollitts  ol 
Encyclopaedia  Briiamiica  Films,  Inc., 
fornieilv  located  in  ilic  Chicago  Ci\- 
ic  Opera  lUiildinj;  at  20  Not  ih  W'ack- 
er  Dri\e.  have  been  moved  to  ll'iO 
\Vilmctte  Ave..  W'ilmctte,  Illinois, 
completing  a  long  projected  plan  ol 
consolidating  all  headquarters  ol  V.W 
Films  under  one  roof. 

With  production  studios,  admin- 
istrative and  sales  offices  now  all  to- 
gether, greater  ethcienc\  ol  operation 
and  closer  coordination  of  efforts  be- 
tween departments  will  be  possible. 
The  first  step  toward  this  goal  was 
effected  last  summer  when  the  pro- 
duction studios  were  moved  from 
New  York  to  the  Chicago  suburli  to 
be  closer  to  adminisrative  headf|uar- 
ters  and  to  the  University  of  C:hi- 
cago.  with  \\hich  FBFilms  is  atlili- 
ated. 

INTERNATIONAL    FILM 
BUREAU  OPENS  IN  N.  Y. 

♦  International  Film  Bureau,  Inc., 
Chicago,  distributor  of  educational 
motion  pictures,  has  recently  opened 
a  regional  office  in  New  York  for 
the  convenience  of  schools  and  col- 
leges in  the  smroiuiding  area.  Lo- 
cated at  15  Park  Row,  New  York  7, 
the  new  office  w'ill  handle  sales  of 
IFB  releases  in  New  England,  Penn- 
sylvania, New  York,  and  New  Jersey, 
and  will  maintain  a  specialized  rent- 
al and  preview  library. 

SPECIAL  EASTER  CATALOG 
ANNOUNCED  BY  S.  V.  E. 

♦  Societ)  tor  \'isual  Education,  Inc., 
has  prepared  a  special  Easter  catalog 
folder  listing  a  variet\-  of  filmstrips. 
slides,  and  slide  sets  suitable  for  Eas- 
ter and  Lenten  programs  in  schools 
or  churches.  .A.11  items  are  produced 
in  color,  and  titles  ^■arv  from  The 
Easter  Bunny  Family  and  Easter  Cus- 
toms in  Many  Lands  to  such  paro- 
chial school  and  church  items  as 
Easter  Hymns  in  Color  and  lite  Life 
of  Christ  Visualized. 

Copies  of  the  folder,  which  lists 
prices  and  also  includes  equi])ment 
for  convenient  filing  and  cataloging 
of  stii])s  or  slides,  may  be  obtained 
bv  writing  Societv  for  \'isual  Educa- 
ticm.  Inc..  100  East  Ohio  Street,  Chi- 
cago  10.   Illinois. 


The  Editors  of  SEE  &  HEAR  bring  you  the  highlights  in 

NEWS  of  the  MONTH 


EDUCATOR  FATALLY  HURT 

♦  I'lLil  liaucr.  cducatioiKil  duector 
ol  .Modern  Talking  Picture  Service, 
i\.  Y.  was  fatallv  injured  in  a  Chi- 
cago traffic  accident  in  late  Febniarv. 

SEVEN   SCHOOLS  AWARD 
SUMMER  SCHOLARSHIPS 

♦  StALii  inii\er.sities  throughoul  the 
United  States  ha\e  been  selected  to 
a  w  a  r  d  Encycloi)aedia  Britannica 
Films  summer  tuition  scholarships 
loi  audio-visual  stud\  during  the 
suinmer  of  1948. 

Fhe  universities  where  the  tointh 
annual  EBFilms  scholarships  will  be 
awarded  are:  University  of  Califor- 
nia at  Los  .\ngeles;  University  of 
Chicago;  Indiana  University;  Okla- 
homa University;  Pennsxhania  State 
College;  Syracuse  Uni\eisity:  and 
University  of  Wisconsin. 

The  universities  themscKcs  will 
select  persons  who  will  receive  the 
scholarships,  which  are  contributed 
b\  Encyclopaedia  Britannica  Films. 
Applicants  musi    he  teachers  or  ad- 


miiiisiratois  who  have  special  re- 
s])()iisil)ilii\  lor  audio-visual  instruc- 
lioii  ,md  who  wisii  lo  make  more 
ilKciivc'  use  ol  classioom  moticjn  pic- 
imes.  .\pplicatioris  should  be  sent  to 
liic  universities  where  leadurs  wish 
lo  study  iielore  .\pril  15,  I'JIS. 

All  teachers  and  educators  desir- 
ing lo  ap])l\'  for  the  tuition  scholar- 
shi|)  .iwaiils  should  write  diicdh  to 
tile  following  people  at  the  ])articu- 
lai  university  where  they  would  like 
to  siuclv  iliis  suminer; 

/•'.  Dean  MrCliiskey.  University  of 
California,  Los  Angeles,  California; 

Stephen  M.  Corey,  University  of 
Chicago,  Chicago  37,  Illinois; 

/,.  C.  Larson.  Indiana  University, 
liloomington,  Indiana; 

G  a  r  o  I  d  I).  Holstine,  Oklahoma 
University,  Norman,  Oklahoma; 

A.  W.  VanderMeer,  Pennsylvania 
State  College,  State  College,  Penna.; 

James  W.  Broiun,  Syracuse  Lhiiver- 
sitv.  Syracuse,  New  York; 

Walter  A.  Wittich,  University  of 
Wisconsin.   Madison,   Wisconsin. 


NAVED  CONVENTION  &  TRADE  SHOW  AUGUST  8-11 


♦  I  he  1948  Convention  and  Trade 
Show  of  the  National  Association  of 
\'isual  Education  Dealers  will  be 
held  August  8  through  1 1  at  the 
Hotel  Sherman  in  Chicago.  .An  im- 
portant new  feature  of  the  1948  event 
is  liie  invitation  extended  to  audio- 
visual consumers  in  all  fields— edu- 
calioiial.  church,  and  business  —  to 
alleiul. 

Ill  announcing  the  features  plan- 
ned lor  the  consumers'  benefit,  Ernie 
Rvaii,  chairman  of  the  convention 
committee,  stated  that  "Naved's  de- 
cision to  open  the  convention  to 
audio-visual  consumers  results  from 
suggestions  made  by  educators  who 
have  attended  our  past  conventions." 

"Fhe  idea  is."  said  Ryan,  "that 
ilie  audio-visual  field  will  benefit 
Iroin  one  big  annual  meeting,  with 
a  national  trade  sliow  v\Iieie  all  the 
various  groups  in  the  field  can  get 
logether  for  joint  and  separate  meet- 
ings." 


♦  Features  of  the  Convention  will 
include  a  large  air-conditioned  Pre- 
view Theatre,  seating  200  persons, 
where  a  continuous  program  of  more 
than  150  new  educational  and  infor- 
mational films  will  be  shown. 

llie  Naved  Trade  Show  will,  as 
always,  be  the  center  of  interest. 
More  than  95  exhibition  l)ooths  will 
present  all  types  of  film,  slide,  strip, 
and  opaque  projection  equipment; 
educational  and  entertainment  films; 
recorders,  reproducers,  and  other 
items  of  sound  etjuipment;  and  many 
new  and  useful  items.  Consumers 
present  at  the  show  w-ill  have  the  op- 
portunity to  examine  all  these,  and 
any  orders  can  be  placed  with  the 
local  dealers  who  will  also  be  present. 

Those  wishing  to  be  included  on 
I  lie  mailing  list  for  further  informa- 
tion about  the  1948  Convention  and 
Trade  Show-,  are  invited  to  write 
Naved  headquarters  at  431  S.  Dear- 
born St..  Chicago  5,  Illinois. 


MARCH     •     1948 


II 


American  Association  of  Scliool  Administrators 
Spotliglit  Audio-Visual  Metliods  at  Atlantic  City 

SEE    c<:    HEAR   BRINGS   YOU    FIRST   EYEWITNESS    REPORTS   AND    EXCLUSIVE    PICTURES 


AT  THE  FEBRUARY  meeting 
/  \  of  the  American  Associa- 
A  \.  tion  of  ScliGol  Adminis- 
trators, greater  interest  than  ever  be- 
fore was  diplavcd  in  the  new  audio- 
\isiial  tools  of  instruction  and  «|iii])- 
nicnt:  sound  fihn,  sound  iiim  ))r()- 
jcctors.  strip-film  projectors,  turn- 
tables, recording  de\ices.  and  allied 
cc|uipir.ent.  Xe\cr  before  had  so 
inan\  exhibits  on  aiidio-\isiial  ma- 
terials and  ecjiupment  been  \ieAvecl 
by  the  12.000  school  superintendents 
of  .America  who  witnessed  the  great 
exhibit  display  held  in  the  main 
arena  of  the  .Atlantic  Cit\  coinen- 
tion  hall  from  February  23  to  2,'). 

Paralleling  the  general  em|)hasis 
placed  on  audio-\  isual  materials  and 
equipment  by  exhibitors  was  ca- 
pacity attendance  at  the  .several 
meetings  scheduled  b\  the  Division 
of  .Audio- Visual  Instruction.  Listen- 
ing to  able  directors  of  audio-\isual 
education  and  nationally  known 
educators,  hundreds  of  school  ad- 
ministrators mingled  with  super- 
\isors  and  directors  of  audio-\isual 
education  as  the  DAVI  meetings 
progressed  dining  the  three  da\s  of 
the  annual  meeting. 

Highlights  of  the  several  D.A\'I 
meetings    are    first    and    excliisi\eh 


reported  by  See  &  He.\r  observers 
in   the  paragraphs  \\iiith   loilow. 

GENERAL  SESSION  EVENT 

♦  On  Wednesday  morning,  for  the 
first  time  in  its  history,  the  .Ameri- 
can .Association  of  School  .Adminis- 
trators ga\e  morning  general-session 
program  time  to  a  demonstration  on 
utilizing  audio-visual  materials  in 
the  classroom.  The  participants  ol 
the  demonstration  were  members  of 
an  entire  sixth-grade  class  from  the 
Brighton  .Avenue  School.  .Atlantic 
C^itv  Pidilic  Schools. 

See  &  He.\r  photos  on  these  pages 
show  post-demonstration  interviews. 

IRV.  BOERLIN  REPORTING: 

♦  "I  he  Monday  meeting  ol  the 
D.A\'I  presented  Dr.  Hollis  L. 
Caswell  of  Teachers  College,  Col- 
umbia University.  Of  particular 
significance  was  Dr.  Hollis'  wish  to 
break  away  from  separate  subject 
teaching  in  favor  of  an  integrated 
experience— methods,  materials,  sub- 
ject matter:  and  secondly,  to  iiuro- 
duce  teaching  practice  early  in  the 
curriculum,  continuing  it  through- 
out the  teacher-training  period,  (as 
op|josed  to  six  weeks  practice  teach- 
ing  in   the  senior  collegiate  year). 

"  'Production'    was    presented    in 


three  parts  by  William  Kruse, 
United  World  Films;  Godfrey  El- 
liott^ Yoimg  .America  Films:  and 
Dr.  George  White,  Films.  Inc.  Edu- 
cators were  mildly  chastised  for  their 
failure  to  adequately  support  pro- 
ducers' efforts  financially,  and  were 
urged  to  accelerate  their  sincere 
efforts  towards  wider  usage  of  \  isual 
materials  and  films.  Educators  who 
responded  acknowledged  this  prob- 
lem but  in  tinn  asked  for  a  higher 
measure  o\  cooperative  effort,  closer 
and  more  meaningful  collaboration, 
and  suggested  a  system  of  experi- 
mental testing  in  the  classrooms  at 
check  points,  before  the  completion 
of  a  film  production." 

Irving  Boerlin,  Director 
A  udio- 1 'isiiiil  Library 
Peniisyhmnia  State  College 

JAMES   BROWN    REPORTING: 

♦  ".At  the  Fuesday  morning  meet- 
ing. Dr.  Charles  A.  Siepmann,  New 
York  University,  and  Dr.  Claude 
CouRTER,  Cincinnati,  Ohio  School 
Superintendent,  stressed  the  urgent 
necessity  for  increased  attention  to 
the  use  of  audio-visual  instructional 
materials  in  the  public  schools.  Mr. 
Siepmann,  speaking  on  the  basis  of 
a  background  of  experience  in  mass 
media    of    communications,    em])ha- 


POST-DEMONSTRATION  INTERVIEWS   REPORTED  IN  SEE  &  HEAR  PHOTOS 

.Miss  McHale,  teacher.  Brighton  |i  st  before  the  de.monstration  be- 
ScHOOL,  helps  several  of  her  children  gan.  members  of  the  Brighton  school 
select    bulletin    board    news    stories      sixth-grade   class   learned    that    they 

were  about  to  begin  the  study  of  a 

unit  of  work   on   Cliina.    ]]'altcr  A. 

Wittich.   of   the    University   of    Wis- 

(iinsin  conducted  the  demonstration. 


and  pictures  u<hi(h  were  brought  in 
<  on(  urrent  with  the  preparation  of 
the  buletin  board  used  during  the 
demonstration. 


Following  the  demonstration, 
.Mrs.  Esther  Berg,  Xew  York  Public 
Schools,  and  .imo  DeBernardis,  Di- 
rector of  Audio-J'isual  Education, 
Portland.  Oregon,  listen  to  Brighton 
school  pupils  as  they  explain  how 
the  film  motivated  their  interest. 


sized  the  importance  of  selecting 
audio-visual  materials  for  their 
unique  contributions  to  the  problem 
concerned.  He  further  indicated  a 
strong  belief  in  the  power  and  util- 
ity of  well-planned  instructional 
filmstrips.  Mr.  Courters  remarks 
stressed  the  importance  of  world 
understanding  in  the  present  con- 
fusion, the  need  for  iniit\  in  the 
approach  to  educational  problems 
generally,  and  the  school  adminis- 
trator's res|X)nsibilitv  in  lending 
support  to  the  financing  of  adequate 
instructional  materials  programs. 

"Dr.  Eix;ar  Dalf.  P.wl  C.  Reed, 
W.  H.  Di  RR.  and  Dr.  Ire.ne  Cypher 
spoke    on    practical     problems     in- 
volved in  implementing  a  working 
audio-\isual    instructional    materials 
program.     Miss    Marguerite     Kirk's 
excellent  slide-recording  summarv  of 
the  activities  of  the  Newark  Audio- 
\'isual    Center    served    to    illustrate 
concretely    some    of    the    principles 
developed  earlier  in  the  meeting." 
James  \V.  Brown,  Coordinator 
Audio-l'istial  Serx'ices 
'^yrai  list'   I' n n  e rs i t v 
A.  DeBERNARDIS  REPORTING: 

♦  "The  attendance  and  interest  of 
school  administrators  in  the  audio- 
\  isual  aids  meeting  at  .Atlantic  Citv 
showed  a  growing  recognition  of  the 
value  of  these  tools  in  the  modern 
school.  \\"e  all  recognize  that  with- 
out their  active  support  and  interest 
the  program  cannot  grow  to  its  full 
realization.  Administrators  not  onlv 
gave  ear  to  the  presentations  but 
also  contributed  many  valuable  sug- 
gestions for  development  of  the  pro- 
gram. All  p>eople  connected  with 
planning  and  organizing  the  meet- 
ing were  with  this  interest  in  audio- 
visual aids  as  tools  of  learning." 

.\mo  DeBernardis,  A-V  Director 

Portland.  Oregon  Public  Schools 

W.  HENRY  BURR  REPORTING: 

♦  "The  sincere  interest  of  the  many 
administrators  attending  the  audio- 
visual section  meetings  was  evidence 
of  their  growing  recognition  of  the 
power  of  audio-visual  materials  to 
aid  in  the  learning  process.  It  is  to 
be  hoped  that  this  interest  will  b>e 
translated  into  administrative  action 
which  will  eventually  result  in  gen- 
eral acceptance  and  use  of  these 
materials  in  all  of  our  schools." 

\\.  H.  Durr 

State  Board  of  Education 

Richmond,    Virginia 


E.  STROHBEHN  REPORTING: 

♦  "Interest  in  the  audiovisual  tooK 
for  learning  was  in  sharp  focus  at 
this  1948  convention  of  educators. 
Exhibitors  gave  evidence  of  the 
widespread  iiuerest  in  audio-\isual 
materials  and  equipment  bv  the 
anangcment  of  their  displavs  and 
the  large  variety  of  teaching  ma 
lerials  of  an  audio-\isual  nature 
included   in   their  booths. 

"Further  evidence  of  the  maturit\ 
of  the  audio-visual  materials  and 
methods  is  to  be  found  in  the  in- 
creased numbers  attending  D.W'I 
meetings,  in  the  number  of  refer- 
ences bv  sjx-akers  to  this  medimn  ol 
teaching,  and  by  the  placement  ol 
audio-visual  demonstration  on  the 
general  program. 

".MaturitN   in  the  thinking  on  tht 
use  of  audio-\isual  aids  to  instruc 
tion  is  even  more  noticeable  in  the 
casual  conversation  of  the  'man  on 
the   street',    .\udio-visual    education 
is  fast  taking  its  projjer  place  in  the 
total  picture  of  instructional  tools.' 
Earl  F.  Strohbehn 
Oak   Ridge,    Tennessee. 
Public  Schools 

PICTURE  STORY:  CONTINUED 
-PICTCRE  1   (TOP  RIGHT)- 

Rosem.vrie  Pis.\is.\no  expi_\i.\s  theii 
map  study  problem  to  Earl  Stroh- 
behn, left.  Director  of  Audio-Visual 
Education.  Oak  Ridze.  Tennessee 
and  Dr.  James  Brown,  Director  ot 
Audio-Visual  Education,  Syracuse 
L'nit'ersity,  right. 

-PICTURE  2- 

The  import.ance  of  .\  RICH  class 
room  environment  complete  with 
all  manner  of  filmstrips,  charts, 
maps,  globes,  and  sound-film  teach- 
ing materials  is  explained  by  Sandra 
Scull  to  Mr.  Henry  Durr,  Director. 
.Audio-Visual  Education,  State  De- 
partment,   J'irginia. 

-PICTURE  3- 

P.ALLiNE  DiS.\.vn,  Brighton  School. 
discusses  some  of  the  information 
she  learned  from  the  film  with  James 
Kinder,  Director,  Film  Service,  Penn- 
sylvania College  for  Women. 
-PICTURE  4  (RIGHT»- 

Le-nore  L.\i  der.mii,ch  explvi.vs  to 
Dean  John  Guy  Fowlkes,  School  of 
Education,  University  of  Wisconsin, 
the  art  work  project  which  will 
grow  out  of  the  audio-visual  learn- 
ing experience. 


adolescence... 
beginning  for 
idealism 


AN  EXPERIMENTAL  EVALUATION 
OF  THE  FILM    BOUNDARY  LINES" 

by  Albert  F.  Bequette,  Superintendent,  Placer  Cou)it\  Public 
Schools.  Califoriiid.  and  participating  teachers 

Gordun  A'.  Arlett,  Dtiiii  of  Men,  Placer  College;  Mrs.  Anna  Bidslrup,  Teacher,  Newcastle 
Eleuienlar\  School:  linbert  H.  Corbett.  Teacher,  and  Mrs.  Helene  Lee.  Teacher.  Placer 
County  High  School:  Mrs.  Edith  Locklin,  Principal,  Xewcastle  Elementary  School:  Mrs. 
Charlotte  .\ladelay.  Teacher,  and  George  Morrill,  Teacher,  Placer  College:  Mrs.  Elizabeth 
Goudy  Xnel.  Universit\  of  California  Extensioti  Division;  Charles  E.  Parsons,  Director, 
Audio-Visual  Education.  Placer  County  Schools:  Hubert  E.  Reeves.  Elementary  Coordi- 
nator. Placer  Count\  Schools;  and  Harold  M.  Weaver,  Dean,  Placer  College. 


"When  adults  ilrnw  linci.  .  .Inljc  di^itutsl  liihc.  .  .nut'  agaiiisl  race.  .  .color 
against  color..."  chaos  results.  A  scene  from  the  International  Film 
Fouiidalimi   jndtnr  "Boundary  Lines." 


BOUNDARY  LINES'*  was 
one  of  the  many  films 
brought  before  the  50 
teachers  enrolled  in  the  University 
of  California  Extension  class  in  au- 
dio-visual education  —  brouoiit  be- 
fore it  as  a  part  of  regular  in-service 
experience  in  evaluation. 

After  the  first  showing  of  Bound- 
ary Lines  there  was  considerable 
and  s]:)irited  discussion  bv  the  teach- 
er-group and  four  general  premises 
were  agreed  upon:  (/)  the  group 
would  like  to  see  the  film  again:  (2) 
it  was  an  excellent  fihn  for  classes 
on  the  Junior  College  level:  (5)  it 
was  fairly  suitable  for  high  school 
classes:  {4)  it  w-as  entirely  unsuitable 
for  elementarv-school  classes  because 
of  its  strong  emotional  factors.  And 
there  usually  ends  the  tvpe  of  film 
evaluation  casiiallv  done  in  a  thou- 
sand school  situations  in  this  coun- 
try. But  then  we  decided  to  probe 
farther. 

After  a  second  \  iewing  of  the  film, 
the  group  decided  to  test  their  judg- 
ment and  their  tentative  evaluation 
of  this  picture  bv  showing  it  to 
classes  on  the  jiuiior  college,  the 
Itigh-s  c  h  o  o  1  and  the  elementary- 
school  levels.  And  what  a  remarka- 
ble experience  that  wasi 

We  realized  more  and  more  that 
we  were  dealing  not  with  traditional 
mediums  of  communication,  but 
with  something  new,  something  fasci- 
nating, something  graphic,  some- 
thing more  comprehensible  than  we 
had  imagined. 

Wt  learned  that:  (7)  our  old 
opinions  on  grade  placement  were 
not  at  all  true  when  contemplating 
the  sound  motion-picture  nicdiunr. 
(2)  the  well-fixed  patterns  ol  adult 
groups  are  not  necessarilv  a  measure 
of  film  content  or  the  effectiveness 
of  the  film's  message:  (5)  more  and 
more  must  we  accept  the  possibilitv 
of  [reviewing  film  materials  among 
the  pupil  groups  actually  to  benefit 
through  their  use:  (■/)  and  most  im- 
portant, the  most  fertile  ground 
u]ion  which  the  seeds  of  information 
relating  to  intergroup  relationship 
information  may  fall  is  in  all  proba- 
bilitv  the  mind  of  the  adolescent  stu- 
dent, a  mind  which  is  still  malleable, 
which  is  still  in  its  formative  stages, 
and  which  is  open  to  reason. 

But  now  let's  return  to  the  experi- 


Boundan  Lines,  Itimni  sound,  color.  II  min.. 
581,  International  Film  Foundation.  1600  Broad- 
wav.  New  York.  N.   V. 


14 


SEE    AND    HEAR 


BFLOW:  .-In  eighth  grade  class  utiliz- 
i)ig  the  film  ("Boundary  Lines"). 
Xote  the  type  of  screen  used  and 
unshaded  windows  in  cut  at  left. 


abonk:  Eiiihth  graders  absorbed  in 
viewing  the  color  motion  pidun 
"Boundary  Lines"  described  in  this 
article. 

enccs  which  led  us  to  these  conclu- 
sions: ('')  \erv  few  films  can  be  e\- 
jjected  to  tell  the  whole  story;  rather, 
skillfullv  led  preparation  to  the  con- 
tent of  the  film  must  precede  its 
showing  if  the  viewing  group  is  to 
receive  the  maximum  benefit  of  the 
content  portraved  through  the  film 
itself. 

The  Dean  of  the  College,  the  Dean 
of  Men.  a  German  teacher,  and  a 
Spanish  teacher  arranged  for  the 
showing  of  Boundai-y  Lines  at 
Placer  Junior  College,  Auburn,  Cali- 
fornia (o\er  half  the  students  art- 
veterans)  .  Here  are  the  comments  of 
those  college  students: 

"Propaganda."  'This  film  stirs  up 
too  man\  animosities."  "A  slap  at 
the  South."  "Xo  solution  to  the 
problem."  "Instructors  could  present 
the  problem  better."  'TV)-)'  startling. 
.-J  very  cleier  and  thought  provoking 
picture." 

This  report  was  the  first  repudia- 
tion of  the  teacher  group's  evalua- 
tion. But  then  the  veterans  of  the 
college  group  may  have  been  condi- 
tioned by  their  authoritarian  experi- 
ences during  the  war. 

We  needed  more  data.  Next,  the 
high  school  teachers  took  the  film  to 
Placer  Union  High  .School,  Auburn. 
California. 

At  the  beginning  of  World  War  11 
there  were  many  Japanese  farmers 
in  the  .\uburn  area.  With  the  start 
of  hostilities,  anti-Japanese  feeling 
ran  very  high  among  the  adidt  pop- 
ulation. Little  problem  existed  in 
the  schools,  but  there  was  still  some 
antipathy  on  the  part  of  the  towns- 
people and  merchants. 

A  civics  and  histor\  teacher,  and 
an  art  teacher  used  the  film  in  their 
classes.  The  ci\ics  and  historv  leacli- 


er  did  a  good  deal  of  preliminary 
work  in  the  short  time  available,  be- 
fore showing  the  film.  A  review  of 
racial  prejudice,  international  rela- 
tions and  present-dav  world  condi- 
tions was  worked  into  discussions  for 
3  or  4  periods.  The  music  and  art 
aspects  of  the  film  were  oiulined. 
Pictures  of  athletes  of  all  nationali- 
ties, scientists,  statesmen,  etc..  were 
brought  in  to  reduce  the  impression 
that  people  are  different  as  far  as 
brains,  phvsical  strength,  personal- 
ity, etc.,  are  concerned.  The  classes 
were  well  prepared  for  the  film. 

The  general  reactions  of  the  high- 
school  history  and  civics  students 
were:  (1)  elementary  school  students 
could  profit  from  the  film:  (2)  the 
nuisic  was  the  main  factor  in  setting 
the  mood  for  the  film:  (3)  they  should 
see  the  film  again,  as  the  material 
could  not  be  grasped  in  one  show- 
ing: (-f)  the  film  was  impressive: 
I  ^  I  the  film  made  them  more  con- 
cerned with  the  current  state  of 
^^•orld  affairs  bv  showing  the  dissen- 
sion prevalent  at  the  present  through 
racial  and  religious  prejudices. 

The  .\rt  teacher  used  Boundary 
Lines  strictly  from  the  standpoint 
of  the  artistic  values  of  the  film.  She 
brought  out  hoiv  line,  form  and  col- 
or (an  be  combined  to  emphasize 
I  Ik-  strength  of  the  picture.  The  art 
teacher  felt  the  film  was  verv'  valua- 
l)Ie  for  teaching  her  subject. 

.After  the  high  school  teachers  had 
made  their  report,  several  elemen- 
tary teachers  immediately  asked  to 
use  the  film.  The)  were  curious,  so 
it  followed  that  the  fifth  to  eighth- 
grade  classes  were  shown  the  film.  It 
was  evident  that  a  majority  of  the 
fifth-grade  students  could  not  grasp 
the  concepts  and  intent  of  this  pic- 


above:  Concepts^  in  global  geography 
are  made  more  vital  by  the  use  of 
such  teaching  aids  as  this  intergroup 
film. 

ture.  and  they  were  not  shown  the 
film  a  second  time. 

The  sixth,  sei'enth  and  eighth- 
grade  pupils  grasped  the  concepts 
presented  by  putting  together  de- 
tailed parts,  as  evidenced  bv  their 
comments  which  follows: 

"It  shows  how  silly  fjeople  are." 
"Little  fights  become  big  fights." 
".Maybe  the  marble  represented  the 
■world  to  them."  "We  can't  hax'e  all 
that  we  want  all  the  time."  "People 
should  be  friendly  toward  one  an- 
other. If  they  fight  they  gain  noth- 
ing," "It  showed  how  one  race  can 
not  be  better  than  another  because 
they  are  stronger." 

Reactions  from  the  various  grade 
le\els  indicate  the  possibilities  for 
teacher-directed  discussion  and 
learning  made  possible  bv  such  a 
teaching  aid:  a  broad  foundation  for 
the  teaching  of  Global  Geography, 
Social  Science,  Art.  Music,  and  In- 
ternational Relations. 

The  interest  generated  among  the 
teachers  \vho  saw  and  discussed 
Boundary  Lines  was  exceeded  only 
bv  that  of  the  pupils.  Observers 
unanimously  reported  that  during 
the  utilization  periods,  not  a  student- 
activated  sound  yvas  to  be  heard  in 
any  of  the  classrooms.  All  eyes  were 
"glued"  upon  the  screen,  and  at  the 
conclusion  of  the  picture  the  stu- 
dents invariably  wanted  to  see  it 
again.  The  intensity  and  seriousness 
of  student  discussion,  at  all  levels, 
indicated  the  powerful  and  challeng- 
ing effects  upon  the  mental  processes. 

One  of  the  most  significant  points 
to  be  gained  from  this  type  of  criti- 
cal and  experimental  utilization  is 
that  teacher  judgments  of  materials 
of  this  i\pe  are  not  infallible  and 
should  be  aided  by  pupil  reactions. 


M  ARCH 


19  4  8 


15 


by  M.  Lincoln  Miller. 

Chief,  Visual  Section,  Instruc- 
tional Materials  Branch,  Educa- 
tional Advisory  Staff,  The  Air 
University,  U.S.  Air  Force,  Max- 
well Air  Force  Base,  Montgom- 
ery, Alabama 


Left:  Dr.  M.  L.  Miller,  Educa- 
tional Advisory  Sta[f,  Air  Uni- 
versity, confers  with  Col.  C.  M. 
Young.  Instructor.  Air  Com- 
innnd  and  Staff  Si  hool,  on  tailor- 
ing I'isual  aids  to  curriculum 
needs  of  the  Air  Force. 


CHARTS 


FOR    YOUR 
CLASSROOM 


WHILE  THOUSANDS  of 
motion-picture  fihiis,  syn- 
thetic training  devices, 
manuals,  and  other  training  aids 
were  developed  bv  the  armed  forces 
during  World  War  H,  little  atten- 
tion has  been  paid  to  the  illustrated 
chart.  An  effectise  chart  is  printed 
in  color  and  assembled  in  a  set. 
C:harts  are  usually  placed  on  an  easel 
before  a  class  of  15  or  30.  Exjjertly 
drawn  and  attractively  colored  charts 
have  the  achantage  of  being  clear  in 
detail,  rich  in  color,  and  iinoUing 
no  projection. 

Easily   M.Aot  and  \'erv  Useful 

Flip  charts*  are  inexpensive,  easily 
made,  and  exceedingly  useful  mate- 
rials for  the  classroom.  A  set  of  Hip 
charts  can  be  made  to  illustrate  dif- 
ficult concepts  or  insights  fouiul  in 
a  luiit  of  work  or  chapter  in  a  text, 
in  the  hands  of  a  skillful  teacher, 
iiie\  can  be  made  a  more  effective 
ii-aching  tool  than  blackboard 
sketches  or  most  textbook  illustra- 
tions. 

Some  few  school  charts  are  avail- 
able conunercially.  Beyond  these, 
teachers  must  plan  tlieir  own.  .-V  few 
wonders.  The  artistic  quality  of  an 
aml)iiious    art     students    can    work 


'Flip  charts— (lutrti  tioiiiid  to^ctlicr  atouji^ 
top  cd^r.  As  eacit  chart  is  ust'd,  it  may  hf 
"llippcd"  ovrr  the  liouiiil  fdi^r.  tliiis  revt'ul- 
itii'  the  cliart  ln'iictitti. 


illustration  is  far  less  imjjortant  than 
the  educational  pertinence  of  it.  II 
a  chart  is  to  be  effective,  it  shoidd 
be  designed  to  satisfy  functional  edu- 
cational requirements.  The  crux  of 
the  matter  is  making  chart  mate- 
rials to  meet  specific  needs  in  com- 
municating ideas. 

HiiRE's  How  TO  Get  St.vrted 

Here  is  an  illustration:  Select  a 
unit  of  work  containing  subject  mat- 
ter that  is  difficult  for  students  to 
luiderstand.  Here  a  real  need  exists. 
Write  out  the  objectives  for  this  por- 
tion of  the  course.  Study  the  objec- 
tives to  see  which  ones  could  be  il- 
lustrated by  means  of  a  drawing,  dia- 
gram, graph,  cartoon,  picture,  or  list 
of  key  points.  Now  go  over  the  same 
body  of  teaching  material  and  list 
the  intended  outcomes  —  what  the 
student  is  expected  to  know,  to  be 
able  to  do,  or  how  he  is  to  be 
(hanged  at  the  end  of  the  instruc- 
tion involved.  In  view  of  the  out- 
comes, find  concepts  that  would  be 
made  more  meaningful  through  il- 
lustration. Go  through  the  subjett 
matter  a  third  time,  looking  speci- 
fically for  any  additional  concepts 
that  students  w^ill  fail  to  grasp  quick- 
h.  I  his  last  is.  of  course,  based  on 
previous  teaching  experience.  Use 
your  imagination  on  these  spots 
where  the  class  usually  has  a  "hard 
pull."    Dream  up  ideas  of  how  vou 


might  clarify  or  illustrate  this  por- 
tion of  your  instruction.  Include 
drawings,  pictures,  problems,  anec- 
dotes, and  statements  that  might  be 
illustrative  or  generally  helpful. 

Now  we  are  ready  to  begin  to  se- 
lect certain  ideas  for  illustration.  A 
few  points  will  seem  especially  suit- 
able for  graphic  or  pictorial  meth- 
ods from  the  outset.  .After  the  proc- 
ess of  selection  and  elimination  is 
complete,  the  form  of  illustration 
mav  be  visualized. 

Cre.ate  a   Pilot  Chart  First 

The  best  way  to  refine  an  idea  for 

a  chart  is  to  make  a  pilot.  Make  the 

basic  chart  la\out  about  as  large  as 

will  fit  inidcr  an  opacjue  projector. 

Below;  Dr.  Miller  disj}lays  a  flip 
chart  produced  for  use  in  his  train- 
ins,  classes  at  Maxwell  Field. 


^^^^^^^&^^ 

ENLARGE  ORiciNAL  map  o«  photo 
BY  ONE  OF  THE  FOllOWINC  METHODS 

\                .PSOJtCTiON                1 

•CBIO 

•PANTOGRAPH     i 

A*'                    % 

16 


SEE    AND    HEAR 


Use  a  typewriter  to  put  lettering  on 
the  pilot  chart.  Sketch  in  the  draw- 
ing or  illustration.  Be  sure  to  include 
all  the  essential  elements  vou  wish  to 
illustrate.  Edit  the  text.  Your  pilot 
chart  is  now  ready  for  art  illustra- 
tion. Student  artists  may  be  found 
who  will  help  to  refine  vour  draw- 
ings with  minor  improvements  of 
their  own.  Finally,  check  each  chart 
carefully  for  truthful  representation, 
accuracy,  clearness,  color,  and  atten- 
tion-catching qualities. 

Use   Projector   for   Drawi.ng 

Use  an  opaque  projector  to  assist 
in  enlarging  the  pilot  drawing  on 
buff  paper  or  oil  cloth,  ranging  up 
to  50  X  60  inches.  Sometimes  the  en- 
largement will  reveal  defects,  hence 
further  refinements  should  be  made. 
-Make  lettering  at  least  one  inch 
high  with  a  3  16  inch  wide  stroke 
for  use  in  the  average  classroom.  If 
there  is  plenty  of  room  on  the  chart, 
make  letters  twice  as  large  as  indi- 
cated. Now  draw  in  the  illustration, 
using  rich  colors,  especially  if  differ- 
entiation is  required.  Any  line  or 
mark  less  than  1/8  inch  wide  cannot 
be  seen  easily,  so  do  not  make  details 
too  fine. 

Pltti.ng  the  Chart    Together 

Leave  about  four  inches  at  the  top 
for  binding  the  flip  charts  when  they 
are  finished,  .\rrange  and  bind  them 
in  the  order  in  which  they  will  be 
used.  .Add  a  cover  sheet.  Bind  the 
sheet  across  the  top  with  two  strips 
of  lath  or  thin  wood  and  three  or 
four  bolts.  Attach  them  to  an  easel 
or  tripod  so  the  top  of  the  chart  is 
approximately  six  feet  from  the  floor. 
.And  finally  the  new  teaching  mate- 
rial is  ready  for  use— we  are  ready  to 
view  the  charts  to  check  on  the 
{Kjints  we  will  co\er  when  thev  are 
shown  to  our  students. 

Several  teachers  working  together 
on  a  project  of  this  kind  can  soon 
develop  illustrations  for  an  entire 
course.  .\  committee  of  able  students 
may  prepare  a  series  to  illustrate  sim- 
ple research  work  they  have  done. 
If  well  done,  such  illustrative  mate- 
rials prove  commercially  profitable 
to  teacher  and  pupil  alike. 

Chart  Pictures  by 

Graphic  Section,   Craig  Ah  Force 

Base,   Selma,  .\labama 


SEE    &    HEAR    SPECIAL    BOOK    REPORT 
On  Audio-Visual  Materials  and  Methods 


.\udio-\  isual  Materials  and  .Methods 
in  the  Social  Studies,  Eighteenth 
Yearbook  of  the  Xational  Council 
for  the  Social  Studies.  1947.  ^Villiam 
H.  Hartley,  Editor,  1201  Sixteenth 
St..  N.W..  Washington  6,  D.  C;  Pa- 
per-boiuid,  S2.  Cloth-bound,  S2.50; 
214  pages. 

♦  According  to  Mr.  William  H. 
Hartley,  who  has  edited  this  year- 
book, it  is  designed  to  provide  a 
handbook  of  audiovisual  materials 
and  methods  that  will  give  help  and 
inspiration  to  the  social  studies  teach- 
er. It  does  this  superbly.  Teachers 
of  other  subjects  will  find  many  ideas 
and  methods  to  be  adapted  to  their 
field. 

21  Chapters  by  Experts 

Each  of  the  21  chapters  has  fjeen 
written  by  an  expert  in  the  field  of 
social  studies  in  audio-visual  educa- 
tion. The  first  three  chapters  serve 
as  an  introduction  to  the  yearbook. 
Dr.  W'endt  states  the  psychological 
factors  involved  and  the  advantages 
as  well  as  the  limitations  in  the  use 
of  audio-visual  aids.  Mr.  H  o  b  a  n 
points  out  how  the  experiences  of 
the  Army  and  the  Navy  have  helped 
us  improve  these  aids  and  our  use 
of  them.  Mr.  and  Mrs.  Francis  Noel 
describe  use  to  the  teacher,  analyzing 
her  position  and  suggesting  things 
she  can  do  to  advance  the  use  of  val- 
uable audio-visual  materials. 

Ma.v^    Ideas  Are  Provided 

The  chapters  on  field  trips  and  the 
detailed  examples  gi\en  should  con- 
vert many  teachers  to  this  too-often 
neglected  experience  education. 
Realia  and  the  use  of  museum  ma- 
terial is  discussed  in  an  interesting 
manner.  The  example  of  how  a 
group  of  children  was  responsible  for 
starting  a  county  museum  should 
give  many  groups  who  lack  this  re- 
source an  idea  as  to  how  to  obtain 
one.  The  chapters  on  pictures  and 
textbook  illustrations  are  equally  in- 
spiring. Film-strips  and  lantern  slides 
are  used  in  the  next  chapters  which 
are  excellent  examples  of  usage.  .A 
chapter  on  posters,  charts,  cartoons 
and  graphs,  ways  of  making  them 
and  the  values  of  construction  is  in- 
cluded. Maps  are  treated  in  great 
detail,  especially  the  use  of  the  com- 


munity map  in  teaching  history  and 
community  problems.  Motion  pic- 
tures are  discussed  from  the  stand- 
point of  values,  selection  as  well  as 
use  in  the  schoolroom  and  for  film 
forums  for  more  informal  or  for 
adult  education.  Types  of  forums 
that  have  proved  successful  are  given, 
as  well  as  sources  for  this  type  of 
film.  The  last  three  chapters  deal 
with  radio  and  recordings  and  give 
many  valid  reasons  for  their  use.  The 
chapter  on  recordings  gives  an  ex- 
cellent list  of  those  available.  In  ad- 
dition, the  apjx^ndix  lists  an  excel- 
lent bibliography  of  reading  for  each 
type  of  aid.  Appendix  B  contains  a 
very  complete  source  list  of  all  types 
of  audio-visual  aids. 

In  this  reviewers  opinion,  this 
would  be  a  valuable  handbook  for 
all  teachers. 

E.  \'.  Edwards 
University  of  ^Visconsin 
Madison,  ^^Tsconsill 
*         •         * 

The  Principal  and  Audio-Visual 
Education,  96-page  booklet  bv  the 
Dept.  of  Elem.  School  Principals. 
♦  The  Department  of  Elementary 
School  Principals.  NE.\.  has  just  pub- 
lished "The  Principal  &  .\udio-\isu- 
al  Education",  a  new  96-page  booklet 
devoted  to  a  discussion  of  a-v  devel- 
opments, equipment,  and  materials 
specifically  for  the  information  of 
the  grade  school  principal.  Many 
concrete  experiences  of  elementary 
principles  throughout  the  country 
are  included,  as  well  as  articles  by 
experts  explaining  the  kinds  of  aids 
that  are  now  available  and  how  they 
can  be  fitted  into  the  school  program. 

The  new  booklet  has  been  issued 
to  take  the  place  of  the  earlier  NE.A 
bulletin  Aisual  Education"  (1940), 
which  has  become  increasingly  pop- 
ular in  the  past  few  years.  Improve- 
ments in  equipment  and  changing 
emphasis  on  other  aspects  of  a-v  pro- 
gram prompted   this   publication. 

"The  Principal  S:  Audio-\'isual 
Education"  is  available  at  SI. 00  per 
copy  (apply  for  discount  on  quan- 
tity orders)  from  the  Department  of 
Elementary  School  Principals,  Na- 
tional Education  .Association,  1201 
Sixteenth  Street,  N.W..  Washington. 


MARCH 


1948 


17 


bv  W.  R.  Fulton, 

Consuhuul  and  Acting  Director 

of  Audio-Visual  Education, 

University  of  Oklahoma 


OKLAHOMA'S 

Audio-Visual  Educational  Program 


THE  PASSAGE  of  Senate  Bill 
\o.  121.  proxidinu  lor  an 
Audio-Visual  Education  pro- 
gram in  Oklahoma,  by  the  21st  Lci; 
islaiure,  launches  what  appears  to 
be  a  sound  jjrograni  of  Visual  Edu- 
cation in  Oklahoma.  The  proxisions 
of  the  bill  are  such  that  considerable 
power  is  vested  in  the  State  Depart- 
ment of  Education  in  setting  up  a 
workable  program.  The  outstanding 
feature  of  the  bill  is  that  only  the 
skeleton  program  is  authorized  b\ 
law  leaving  the  details  for  activating 
the  progiam  in  the  hands  of  the 
State  Department  of  Education  with 
the  a|)pro\al  of  the  State  Board  ol 
Education. 

Even  though  the  Oklahoma  pro- 
gram carries  an  appropriation  of 
only  $125,000.00  it  is  considered  that 
this  amount  will  fairh  adequately 
fulfill  the  purpose  for  which  the  leg- 
islature intended.  It  was  intended 
that  this  amount  serve  more  or  less 
as  a  stimulator  for  tlie  de\elo])mcnt 


of  local  libraries  and  at  the  same 
time  stinudate  the  use  of  all  Audio- 
Visual  materials  in  general.  This 
makes  it  possible  for  .Administrators 
and  Teachers  to  grow  into  a  wise 
use  of  Audio-Visual  Aids  therein 
making  future  demands  for  appro- 
priation much  more  justifiable. 

Tlie  Bill  authorized  the  establish- 
ment of  a  Division  of  .\udio-\'isual 
Education  in  the  State  Department 
of  Education  witli  the  authority  to 
formulate  a  workable  program  for 
Oklahoma.  It  provides  for  the  estab- 
lishment of  a  State  Film  Depository 
located  at  the  University  of  Okla- 
homa, tlu'ough  which  all  films  ])ur- 
chased  by  the  State  would  be  proc- 
essed, cataloged  and  shipped  to  Re- 
gional libraries.  Provision  was  made 
for  the  estafjlishment  of  Regional 
libraries  at  six  of  the  State  Teacher 
Training  Institutions  and  Oklahoma 
,\  &  M  CoUeoe.  Eacli  of  these  Re- 
gional  libraries  is  charged  with  tfie 
responsibility    of    circulating    such 


The  Oklahoma  Program  has  a 
FIVE  FOLD  PURPOSE 

•  FIRST:  to  pro\  ide  leadershij}.  guidance,  and  o\erall  siiper\ision  over  all 
.\udio A'isiial  activities  in  the  schools  of  ihe  State. 

•  SECOND:  lo  siinuilaie  ihe  establishment  of  local  .-\udio-\'isual  programs 
in  the  State. 

•  THIRD:  lo  emphasize  teacher  u.iining  in  the  utilization  cjf  .\udi(j-\'isual 
Aids. 

•  FOURTH:   to  provide  an  overall   distribution  of  motion   jiicturc   films 
for  use  in  the  jnihlic  schools. 

•  FIFTH:    to    assist    in    liiiancing    a    statewide    .\udio-Visual    Education 
program. 


films  to  the  public  schools  of  Okla- 
homa. 

One  of  the  most  promising  fea- 
tures of  the  program  is  a  provision 
providing  for  local  libraries  with 
localh  cjwned  films.  Ihis  is  greatly 
stimulated  witli  pro\ision  that  any 
local  school  district  or  county  may 
establish  a  local  library  by  appro- 
priating funds  from  local  re\enue 
to  purchase  films,  with  the  State 
matching  that  amount  up  to  a  maxi- 
mum of  Sf.000.00  per  library  unit. 
The  local  library  takes  title  to  all 
fifms  purchased  tor  that  purpose. 

.Another  wholesome  feature  of  the 
program  is  that  each  Regional  li- 
brary and  the  local  libraries  are  per- 
mitted to  select  the  films  they  wish 
lo  put  in  their  library.  The  only  re- 
ijuirement  being  that  all  sucfi  films 
must  be  appropriate  to  the  curricu- 
lum in  the  State  of  Oklahoma.  In 
most  cases  these  selections  have  been 
uiselv  made  through  teacher  com- 
mittees locally  appointed. 

The  State  Department  of  Educa- 
tion has  further  increased  the  Denio- 
:ratic  operaticjn  of  the  program  in 
organizing  an  unofficial  advisory 
committee  to  wcjrk  in  close  coopera- 
tion with  the  Cooidinator  oi  \'isiial 
Education  of  the  State  Dciiariment 
of  Education.  1  his  committee  is 
composed  ol  the  coordinators  of 
.Audio-Visual  Education  from  each 
of  the  Regional  lifjraries.  including 
the  Slate  Depository.  This  council 
has  acti\eh  cooperatc^d  w  i  t  h  the 
State  Departmeni  of  Education  in 
formulating  the  rules  and  regula- 
tions governing  tlie  State  program. 

Through    the    leadership    ol     the 

(pleas  K       Tl  RN       TO       PAGE       ?i2) 


18 


SEE    AND    HEAR 


DESIGNS 

Visual    Ed 

for 
ucat 

ion 

IN  THE  CLOSING  MON  I  HS  ol  World  War  II,  a 
group  ot  earnest  and  tar-sighied  cxecuiives  ot  pro- 
jection, screen  and  lamp  companies  serving  the 
audio-visual  field  were  brought  together  to  consider 
some  of  the  broad,  general  problems  ol  information  and 
education  which  would  be  faced  by  the  schools  and 
those  who  serve  them  professionally  in  the  postwar  era. 

The  first  result  of  tltese  meetings  was  the  appearance 
for  ci\ilian  use  of  the  valuable  U.  S.  Navy  manual 
More  Learning  in  Less  Time.  Members  of  this  industry 
group  sponsored  the  reprinting  of  thousands  of  copies 
of  this  concise  and  interesting  official  Navy  publication 
which  were  sent  free  of  cost  to  similar  thousands  of 
schools  and  colleges. 

Infomiallv  joined  in  an  organization  which  became 
known  as  the  \isiial  Ec[uipment  Manufactmcrs  Coun- 
cil, this  executive  group  continued  its  researches  and 
approached  the  vast  problem  of  schoolhouse  construc- 
tion with  relation  to  provision  for  audio-visual  mate- 
rials. The  realization  that  thousands  of  new  and  exist- 
ing structures  were  unfitted  for  audio-\  isual  learning 
because  classrooms,  for  one  thing,  were  not  even 
equipped  with  minimum  electrical  outlets  stimulated 
the  group  into  decisi\e  action. 

From  its  discussions  and  luider  the  guidance  of  a 
hard-working  special  committee  headed  by  Ellsworth 
Dent  and  later  bv  Frank  Carlson,  the  Council  accepted 
a  basic  outline  which  involved  consideration  of  both 
new  construction  and  remodeling  needs.  This  outline 
was  the  basis  of  the  project  Designs  for  Visual  Edlc.\- 
Tio.N  from  which  a  complete  portfolio  file  which  in- 
cludes four  illustrated  and  colorful  graphic  sections  has 
emerged.  The  enthusiastic  approval  of  the  American 
Institute  of  Architects  and  an  assigned  file  number  fol- 
lowed last  year  and  the  first  basic  section  was  reprinted 
in  the  Architectural  Record  in  the  early  part  of  1947. 

Publications  in  the  general  and  educational  field 
have  received  direct  assistance  alread\  from  the  Clouncil 


project.  From  one  of  these  cooperati\e  eflorts  a  special 
section  in  the  ,\.mi-.ri(;an  School  &  University  annual 
was  |niblished  under  the  co-authorship  of  Irving  Mill- 
gate  and  O.  H.  Coelln,  Jr. 

Mounted  and  laminated  wall  momus  ot  the  Council- 
originated  drawings  and  sketches  ha\e  appeared  as  spe- 
cial exhibits  at  the  Illinois  State  Fair  and  recently  at 
the  Nebraska  state  schoolhouse  construction  conference. 
This  sort  of  exhibit  service  promises  to  be  extended 
during  1948. 

The  Visual  EijuipiiK-m  Manufacturers  Council  was 
ne\er  a  formal  trade  organization  as  such.  Its  place  as 
a  research  and  cooperati\e  planning  group  was  vitally 
significant  to  the  progress  of  audio-visual  learning,  how- 
ever, and  that  service  has  been  widelv  recognized  bv 
business  and  education  alike.  Under  the  able  leadershiji 
of  chairman  Samuel  G.  Rose,  now  president  of  the  Vic- 
tor Animatograph  Corporation,  the  \'EMC  set  an  ex- 
ample for  unselfish  cooperati\e  effort  ^vhich  is  sorely 
missed  in  this  criiical  era. 

Other  officers  of  the  Coiuicil  and  members  of  the  im- 
portant special  committee  handling  the  Desig.ns  for 
\'iM  AL  Education  project  ^\ere  as  follo^vs; 

W.  C.  De\'ry,  president  of  the  De\"ry  Corporation; 
Harry  Monson,  vice-president  of  the  Anipro  Corpora- 
tion; Ellsworth  C.  Dent,  then  an  executive  of  the  So- 
cietv  for  \'isual  Education,  Inc.,  and  now  general  man- 
ager of  Coronet  Instructional  Films;  Frank  E.  Carlson, 
of  the  Engineering  staff.  Lamp  Department,  General 
Electric  Company;  Adolph  Wertheimer,  vice-president 
of  the  Radiant  Manufacturing  Corporation;  and  Nels 
Sherrill,  sales  executive  of  the  Illustravox  Division, 
the  Magnavox  Company.  Charles  Crakes  and  Clare 
Roloff  of  De\ry;  Ir\ine  Nelsen  and  W.  F.  Scranton  of 
Ampro;  Barney  Pearlman  of  Golde;  Line  Burrows  and 
Eldon  Imhoff  of  Victor  and  others  gave  invaluable  per- 
sonal assistance  and  countless  hours  of  time  to  the 
execution  of  this  important  material.  — OHC 


MARCH     •     1948 


19 


PLANNING  FOR  CENTRAL  SOUND  SYSTEMS 


D 


lAGRAMS  on  this  and  the  succeeding  two  pages 
have  been  prepared  by  R.  deHaan  of  the  Radio 
Corporation  of  America  to  illustrate  good  practice, 
and  suggest  extra  utility,  in  the  installation  of 
school  sound  systems.  They  implement  recommen- 
dations made  in  a  recent  publication,  "School  Sound 
Systems — -Basic  Standards,"  issued  jointly  by  the 
U.  S.  Office  of  Education  and  the  Radio  Manufac- 
turers Association. 

Emphasis  is  on  the  sound  system  as  a  potential 
instrument  of  learning  and  student  participation. 


This  is  entirely  separate  from  the  notion  of  a  listen- 
ing-in and  announcement-making  arrangement 
serving  the  principal's  needs  and  moods,  though 
announcements  can  be  made  instantly  over  the  cen- 
tral sound  system  as  part  of  its  service.  Nine  groups 
of  student  use  are  involved:  (a)  listening  to  many 
kinds  of  radio  material  from  outside  and  (b)  from 
within  the  school;  (c)  producing  radio  programs 
for  interior  use  and  (d)  broadcast  among  other 
schools;  (e)  the  same  four  uses  of  transcribed,  re- 
corded, and  playback  material;  (f)  student  radio 
workshop. 


MICROPHONE 

HORN-TYPE  LOUDSPEAKER 

WALL-TYPE  LOUDSPEAKER 

CEILING-TYPE  LOUDSPEAKER 

CORRIDOR-TYPE  LOUDSPEAKER 

LOUDSPEAKER  OUTLET 

TURNTABLE  •  CAN  INCLUDE 
RECORDER  AND  PLAYQACK 
POR  SCHOOL-MADE  RECORDS 

MICROPHONE   LINE 

LOUDSPEAKER  LINE 


MATERIAL  COURTESY  OF  RCA 
&  ARCHITECTURAL  RECORD 


Monitor 


Control    panel — 


20 


SEE    AND    HEAR 


/.  Single  channel  system,  elementary 
or  junior  school 

♦  A  single-channel  system  is  indicated  on  the  op- 
posite page.  The  heart  of  the  system  is  a  studio 
which  is  represented  in  heavy  outline  at  large  scale. 
In  the  general  plan  of  the  school,  this  occupies  a  re- 
entrant angle — least  useful  for  other  school  pur- 
poses, most  useful  for  this  one,  being  central  for 
shorter  runs,  and  isolated  frt)m  outside  noise.  A 
display  window  dramatizes  the  studio  from  the 
corridor.  Classroom  immediately  adjoining  can  be 
radio  workshop — again  glass  panels  but  no  direct 
opening.   Access  only  through  soundlock. 

Equipment  is  shown  in  photographs.  The  key 
unit  is  a  control  panel  or  "consolette"  on  a  desk 
(top  not  over  43  in.  high)  in  view  of  studio.  It  has 
6  inputs:  3  microphones  (2  in  auditorium,  1  in 
studio).  1  radio  tuner,  1  turntable,  and  1  outside 
line.  The  operator  can  mi.\  the  injiut  of  the  3  mikes 
and  1  turntable  in  any  desired  combination,  send  it 
to  any  desired  room  or  combination  of  rooms.  Vol- 
ume is  checked  visually  by  an  indicator  on  his 
panel ;  volume  and  quality  by  a  monitor  speaker  in 


the  control  room.  Optional  intercommunication 
system  between  control  points  and  classroom  can 
be  modified  to  provide  virtually  a  dual-channel 
system. 

2.  Dual  channel  system,  junior  school 

♦  Here  is  a  considerably  more  elaborate  arrange- 
ment, with  no  fewer  than  five  centers  of  activity 
fully  developed  for  diagrammatic  i)urposes.  Studio 
and  control  room  remain  essentially  the  same  in 
arrangement,  except  that  a  full-sized  console  re- 
places the  desk-mounted  panel,  incorporating  re- 
corder and  dual-speed  playback,  and  a  separate 
equipment  rack  is  used  for  all  incoming  and  out- 
going connections,  power  amplifiers,  etc.  Input 
circuits  .shown  include  2  outside  lines,  1  studio 
mike,  1  mike  at  press  box  in  gym,  1  line  from  audi- 
torium where  a  small  pre-control  unit  on  a  pedestal 
makes  various  combined  jiickups  from  4  mikes  on 
the  stage  and  from  sound  projector,  for  forwarding 
to  the  central  control  for  redistribution.  Small 
auditorium  and  adjuncts  at  head  of  plan  are  a 
nicely  integrated  and  isolated  audio-visual  center. 


Equipment 
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All  diagrams  are  suggestive  only,  although  sound  centers, 
marked   by  heavier  lines,   are  accurately  developed. 

Console  with  playback  turntable  at  lett  and  recorder  at  right 


MARCH     •     1948 


21 


GYIWMASIUM 


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3.  Duo/  channel,  junior  or  senior  sctiool 

Here  we  have  a  control  room  that  has  a  3-way  connection  with  a  large 
studio,  small  studio,  and  announce  siudio  as  part  of  a  radio  laboratory 
opposite  the  main  auditorium.  The  auditorium  has  the  same  equip- 
ment as  in  (2),  previous  page;  but  there  is  added  a  shop  for  repairs 
and  instruction.  The  "annnnince"  studio  has  high  utility,  providing 
for  storage  of  records  a'd  other  materials. 


Studio  and  control  room  criteria 

The  studio  and  control  room  area  will 
need  special  consideration  and  treat- 
ment. The  following  is  a  list  of  criteria 
which  should  be  met: 

1.  Location  should  be  in  the  quietest 
part  of  the  school  plant. 

2.  Air  conditioning  is  needed  in  stu- 
dios and  control  areas  for  comfort  and 
heat  dissipation  from  equipment. 

3.  Sound  conditioning  of  the  entire 
area.  Conduits,  both  intake  and  ex- 
haust, should  be  be  baffled,  insulated, 
and,  where  possible,  floated. 

4.  A  means  of  communication  be- 
tween studios  and  control  room  should 
be  readily  available  at  all  times. 

5.  Doors  leading  from  the  sound  lock 
should  be  of  a  quiet-closing  and  sound- 
insulating  type,  and  allow  for  the  easy 
passage  of  grand  pianos. 

6.  Storage  facilities  are  needed  for 
equipment. 

7.  Fixed  plate  glass  windows  between 
studios  and  control  room  should  be 
double  '+-in.  plate  glass  with  a  mini- 
mum of  1^2 -in.  dead  air  space  between 
panes.  Viewing  area  need  not  be  lower 
than  about  36  in.  above  floor  level  or 
higher  than  66  in.  above  floor  level; 
must  be  wide  enough,  side  to  side,  to 
aff'ord  full  vision. 

8.  Conduits,  1  in.  or  larger,  from  the 
exterior  of  the  building  to  the  control 
room,  exclu.sively  for  telephone  and 
communication. 

9.  Silent  clocks  with  sweep  second 
hands  in  studios  and  control  room. 

10.  Locate  transformer  starters  for 
flourescent  lights  outside  studios. 

11.  Control  of  all  lighting  in  studios 
should  be  centralized  in  control  room. 

12.  Service  wiring  having  minimum 
capacity  of  20  amps,  needed  in  studios 
and  control  room. 

13.  Control  panels  to  be  independ- 
ently lighted. 

14.  Use  troughs  or  overhead  supports 
for  microphone  cables  to  prevent  dam- 
age. 

15.  Studio  windows  in  outside  wall 
should  be  double-glassed  and  sealed. 

16.  A  signal  light  fitted  to  mike 
stand  should  be  so  fitted  as  to  indicate 
positively  when  mike  is  alive. 


Perspective  drawing  shows  one  manu- 
facturer's school  equipment,  all  corn- 
blnable  on  a  modular  basis  on  unit 
chassis. 


22 


SEE    AND    HEAR 


CONSIDERED  BV  SOME 
TEACHERS  to  be  ihc  most 
\aliiable  projeciion  device 
for  classroom  use,  the  opaque  pro- 
jector is  often  a  neglected  piece  of 
eqiiipinent. 

Too  many  teacfiers  think  of  the 
opaque  projector  as  a  machine  for 
showing  enlarged  pictures  to  small 
children  —  they  fail  to  realize  that 
one  of  the  real  values  of  this  ma- 
chine lies  in  the  possibilities  it  offers 
for  creati\e  work,  in  manv  cases  by 
the  children  themselves. 

I  ha\e  found  that  I  encourage 
great  student  acti\ity  and  effective 
use  of  the  opaque  projector  through 
a  simple  device— the  opaque  strip— 
a  piece  of  paper  six  inches  wide  on 
which  are  mounted  a  series  of  pic- 
tures or  pictures  and  writing  in  se- 
tjuence.  The  actual  making  of  the 
strip  is  a  simple  matter.  Enameled 
shelf  paper  is  a  most  satisfactory  ma- 
terial for  the  strip  itself.  AVrapping 
paper  will  do.  Onto  this  paper  are 
jjastcd  the  children's  drawings,  writ- 


Thr  stencil  is  used  I"  lay  mtt  the 
proposed  opaque  strip.  Into  proper 
spaces  will  be  pasted  the  illustra- 
tions,   explanatory    titles,    drawings. 


ings  or  cut-out  pictures. 

To  sa\  e  much  time,  make  a  siencil 
which  can  be  used  to  establish  the 
width  of  the  strip  and-  the  picture 
positions.  This  stencil  is  a  piece  of 
cardboard  six  inches  by  eight  inches 
with  a  five-inch  square  cut  from  its 
center.  Lav  this  stencil  along  the 
edge  of  the  paper  and  trace  it  as 
manv  times  as  necessarv  for  the  ma- 


erial  you  have  to  mount:  titles, 
names  of  the  children  who  made  it, 
etc. 

.\fter  tracing,  simply  cut  along  the 
top  line,  mount  \our  materials,  and 
fold  on  the  lines  between  the  pic- 
tures, folding  alternately  back  and 
forth  accordion-like,  like  a  scenic 
postcard  folder.  These  strips  can 
then  be  easily  filed  awa\  in  cnxel- 
opes. 

.\nother  thing  to  make  is  a  card- 
hoaid  frame  to  insert  in  the  back  of 
the  jjrojector.  .\  simple  frame  can  be 
made  by  using  a  piece  of  cardboard 
eight  inches  bv  twelve  inches  for  the 
Ijottom  piece:  a  second  piece  of  the 
same  size  with  a  six-inch  square  cut 
out  of  its  center  for  the  top  piece; 
and  two  strips  of  cardboard  twelve 
inches  long  and  an  inch  wide.  Paste 
the  two  strips  along  the  two  long 
sides  between  the  top  and  the  bot- 
tom. These  strips  provide  clearance 
so  that  the  strip  can  be  pulled 
through   without   manipulating   the 

(PLE.4SE      TLRN       TO      PAGE      35) 


Creative  Activity  with  the 

OPAQUE  PROJECTOR 

by  Earl  G.   Henn.    Vice  Principal.   Thirty-Seventh  Street  School,  .Milwaukee.  Wisconsin 


These  are  the  opaque  strips  ready  for  projection.  The  bottom  strip  ii 
shown  drawn  through  the  cardboard  frame  which  is  inserted  in  the  bad; 
of  the  projector  to  make  the  handling  of  the  strip  more  easily  accomplished. 


.M  .\  R  C  H     •     19  4  8 


23 


by  Marguerite  L.  Flershem, 

Principal,     Thomas     Brenan 
School  Chicago,  Illinoois 


Radio  broadcasts  set  the  pace  —  frOTii 
initial  interest  patterns,  pupils  trai'- 
cled  along  the  lines  of  their  own 
initiative  to  discoi'er  for  themselves 
tiew  vistas  of  ijitergronp  knou'ledge 
and    understanding. 


GOING  ALONG  TOGETHER 

in  Chicasjo's  Scht^fils 


To  UXDERSTAXD  OTHERS 
we  niii^t  know  iliciii.  Uiiior- 
tiiiiatelv.  it  is  not  always 
possible  to  become  acquainted  per- 
sonalh  with  people  of  every  race, 
color,  nationality  and  creed.  But, 
fortunately,  we  can  meet  and  learn 
of  all  groups  through  the  magic  ol 
books  and  literature."*— And  now 
I  will  add— the  radio. 

It  was  in  February,  194G,  that  the 
radio  program  bearing  the  title  do- 
ing Along  Together  was  begun.  The 
Radio  Council  of  the  Board  of  Edu- 
cation sent  out  a  handbook  outlin- 
ing the  program  and  offering  sug- 
gestions for  its  adaptation  to  the 
classroom  situation. 

The  broadcasts  were  to  consist  of 
a  series  of  stimulating  talks  about 
a  series  of  books  which  had  as  their 
theme,  the  adjustment  of  individuals 
and  groups  to  one  another  in  spite 
of  dilferences  in  environment,  creed, 
race  or  nationalitv.  The  following 
books  were  to  be  discussed  o\er  the 
radio: 

Blue  Willow,  North  Fork.  Straw- 
berry Girl,  Melinda's  Medal.  Hi- 
cycle    Comniaiulos,     L'p     the     Hill. 


*From  the  foreword  of  a  course  of  study 
in  literature.  "Going  Along  Together," 
l')-t^.  by  the  ISureau  of  Curriculum,  Board 
of  Education,  Chicago  1,  Illinois.  Copies  on 
request. 


Teresita  of  the  Valley.  The  Hundred 
Dresses,  Two  Lands  for  Ming.  The 
Christmas  Bear,  The  Moved  Outers, 
Ba\ou  Suzette.  The  Welcome.  Sum- 
mer Adventures. 

A  survey  of  the  books  listed  dis- 
closed that  several  members  of  the 
class  had  read  one  or  more.  Several 
copies  were  in  the  school  librarx, 
but  since  these  were  not  enough  to 
take  care  of  the  needs  of  the  class, 
the  principal  authorized  the  librar- 
ian to  buy  additional  copies  to  be 
placed  in  the  classroom  in  which  the 
radio  programs  were  used. 

I  explained  that  the  purpose  of 
reading  these  books  was  not  so  much 
to  find  out  how  many  books  each 
pupil  could  read,  but  rather  to  de- 
velop an  appreciation  of  h<m'  the 
people  ii'ho  lit'ed  in  the  boohs,  got 
along  together. 

.\s  book  reviews,  members  of  the 
class  wrote  down  the  social  conllid 
situations  they  found  in  the  book; 
how  the\  were  solved,  ami  aiiahzing. 
it  possible,  the  relationship  i)etween 
these  problems  ami  similar  ones  in 
iluir  own  experience  or  in  I  lie  ex- 
periences of  their  friends  and  luiijii- 
bors.  So  interesting  did  this  assign- 
iiKiit  lieconic.  that  immediately  af- 
ter the  broadcasts  pupils  would  be- 


gin to  discuss  these  conflicts  and  how 
I  hex   were  solved. 

M\  preparation  for  tiiis  program 
xvas  to  read  the  book  before  its 
broadcast.  I  was  then  able  to  guide 
the  discussion,  to  see  that  correct 
interpretations  were  made,  to  bring 
out  anv  thing  that  might  i)e  over- 
looked by  the  pupils,  and  to  suggest 
fiuther  utilization  of  the  material. 

1  he  pupils  fiom  the  very  first 
broadcast  exhibited  a  keen  interest 
in  the  program  and  became  intense- 
h  aware  of  the  characters,  the  locale, 
and  the  problems  presented.  They 
fell  naturally  into  relating  some  of 
the  conflicts  described  in  the  bt)oks 
to  similar  conflicts  in  their  school, 
home  or  neighborhood  life.  Many 
pupils  purchased  some  of  the  books 
for  their  home  library,  then  gener- 
oiislv  lent  these  books  to  other  mem- 
bers of  the  class. 

It  was  not  imusual  for  a  pii|)il  to 
read  a  l)ook  oxer  night.  YWis  enthu- 
siasm showed  itself  by  the  class  de- 
sire to  keep  a  record  of  the  books 
read  by  each  pupil.  One  pupil  made 
a  grajshic  chart  containing  eath  ])u- 
pil's  name,  .\cross  the  chart  xvere  the 
books  bv  member.  As  a  pupil  handed 
in  his  description  of  the  conflict  de- 

(PI.EASE       TURN        TO       PAGE       35) 


24 


SEE    AND    HEAR 


HOW    RADIO    AXD    T  R  A  A  S  C  II I  P  T  I  O  X  S 

CREATE  ATTITUDES 

I>  HIMW  RELATIOXS 

by  Mrs.  Ruth  Reedy  Woods,  Teacher,  Joyce  Kihiier  Junior  High  School,  Indianapolis,  Indiana 


R^DIO  A  X  D  TRAXSCRIP- 
TIOXS  used  in  the  class- 
,  room  as  an  aid  to  leachinif 
ha\c  far-reaching  potentialities  in 
effectively  creating  attitudes  in  the 
problem  of  human  relationships.  .As 
a  seventh  grade  student  commented: 
"■Radio  takes  us  where  we  can't  go- 
cither  back  in  the  pages  of  histor\  or 
all  over  the  world  of  today.  You  feel 
the  emotion  of  the  people." 

.After  listening  to  a  broadcast  on 
Abraham  Lincoln,  an  eighth  grader 
obsened:  "If  there  were  more  men 
now  like  .\braham  Lincoln,  it  would 
l;e  a  lot  better  world."  He  had  been 
impressed  by  the  revelation  that 
Lincoln  hated  inequality  and  be- 
lieved in  freedom  for  all  mankind. 

.Still  another  student,  after  listen- 
ing to  programs  of  "Music  ot  the 
.Near  East"  said:  "We  can  under 
stand  different  people  through  their 
iiuisic  better  than  through  their  lan- 
ouase.  I  want  to  ?et  better  ac- 
'liiied  with  those  countries— music 
helps." 

"Courage  Over  the  Andes"  con 
vinced  another  student  that,  "Chili 
and  the  United  States  have  much  in 
common.  We  have  been  led  to  think 
so  often  that  our  neighbors  in  Latin 
America  are  \ery  different  from  us, 
when  in  reality  the  story  of  their 
fight  for  freedom  closely  resembles 
our  own." 

Radio  can  create  attitudes  valua- 


ble lo  greater  world  understanding. 
The  more  we  know  about  other 
countries  and  their  peoples,  the  bet- 
ter we  will  imdersiand  them.  Radio 
will  help— it  is  working  for  us  and 
in  that  direction  toda\  in  more  and 
more  of  our  schools. 

We  ask  ourselves  the  question. 
"Just  what  is  the  element  present  in 
classroom  radio  programs  and  tran- 
scriptions which  makes  both  such 
])owerful  tools  to  aid  us  in  teaching 
better  human  relations?"  I  use  radio 
and  transcriptions  almost  inter- 
changeably because  my  experience 
has  shown  me  that,  from  the  stu- 
dents  viewpoint  and  the  effect  upon 
his  ideas  and  attitudes,  there  is  prac- 
tically no  difference  between  an 
actual  broadcast  and  a  transcribed 
one. 

First  of  all.  nearly  all  students  are 
pre-conditioned  to  the  listening 
process.  Man\  pupils  report  that 
thev  average  about  four  hours  per 
dav  in  "out-of-school '  listening. 
Thev  support  the  evidence  shown 
bv  the  national  institute  of  public 
opinion  which  listed  radio  as  the 
third  most  important  invention  of 
all  time. 

.\  radio  broadcast  leads  the  stu- 
dent to  place  himself  in  the  same 
situation  as  the  characters  in  the 
program.  .\  group  of  eighth  grade 
students  had  just  finished  listening 
to  the  transcription  "Spurs  For  .\n- 


(left)  Radio  programs 
are  not  ends  in  themselves. 
Here  two  groups  of  stu- 
dents are  planning  reports 
motivated     by     listening. 

• 
(right)  .Mrs.  Woods  uses 
transcriptions  and  radio 
interchangeably  in  her 
classroom  to  bring  infor- 
mation on  intergroup  un- 
derstanding. 


tonia."  In  answer  to  the  question, 
"Win  did  \ou  think  that  you  were 
right  there  in  California  with  .An- 
tonia?"  they  replied:  "It  was  so  dra- 
matic, so  exciting!  Because  of  the 
nuisic— because  I  would  rather  be  a 
b()\  and  1  like  adventure  just  like 
Antonia  did— nights  are  cold,  a  fire 
in  the  fireplace,  hoofbeats  and  blue 
jeans,  made  me  feel  as  if  I  really  was 
at  home  there.  I  could  fairly  see  the 
things  thev  talked  about— when  .An- 
tonia was  on  her  horse  for  the  first 
time,  I  felt  as  though  I  was  riding 
with  her." 

Radio  and  transcriptions  have  a 
powerful  role  in  getting  one  kind  of 
people  to  place  themselves  in  the 
same  situation  as  other  people.  This 
"identification"  can  result  in  bring- 
ing aboiu  a  kinder,  more  wholesome 
and  s\mpathetic  imderstanding  of 
other  people  and  nations.  Every  time 
that  we  can  get  one  person  to  put 
himself  in  the  other  person's  place 
and  see  situations  from  the  othei 
person's  point  of  \  iew.  we  have  built 
for  better  relationships  among  the 
various  groups  and  nations.  It  has 
been  n\\  observation  that  radio*  and 
transcriptions  do  just  that  thing. 

*SOTE:  For  further  information  about  any 
of  the  broadcast  series  mentioned  in  this 
article,  communicate  directly  -with  Mrs. 
Woods  or  u-ith  radio  station  WISH, 
Indianapolis,  Indiana. 


MARCH     .     1948 


25 


IT  IS  DIFFICULT  to  decide  just 
how  each  film  should  be  inte- 
grated with  the  roinse  of  study, 
and  alter  that  decision  has  been 
reached,  it  is  not  easy  to  know  what 
attack  b\  the  individual  teaciier  will 
be  most  successful. 

We  tried  to  disco\er  how  many 
ways  one  particular  filin  might  be 
used  and  which  ways  would  prove  to 
be  the  most  effective.  A  film  on  man- 
ners. How  Do  You  Do*  was  selected. 


The  film  was  listed  in  the  school's 
annual  audio-\isual  catalogue,  with 
a  short  analysis  of  its  contents,  rath- 
er than  being  called  to  the  attention 
of  those  who  might  find  it  most  val- 
uable. Whenever  the  film  was  used, 
the  borrower  was  asked  to  make  a 
brief  report  upon  how  the  picture 
was  connected  with  group's  work, 
how  it  was  introduced,  what  activi- 
ties followed  the  showing,  and  how 
effective  was  the  picture.  Below  are 
excerpts  from  typical  reports: 


Higli    on    the   list    nj  soi  uil  skills   is 
the  simple   introduction. 


A  Personal 

Guidance  Film 

in  the  English 

Curriculum 


A  FRESHMAN  ENGLISH 
TEACHER— "The  film  was  shown 
near  the  end  of  a  unit  on  manners. 
Pupils  were  asked  to  ascertain  wheth- 
er points  in  the  film  agreed  with 
those  in  their  textbook,  to  look  for 
additional  information,  and  to  de- 
cide upon  the  film's  merits.  Discus- 
sion following  the  picture  proved 
that  the  students  learned  several 
facts  not  presented  in  the  textbook. 
One  procedure  shown  in  the  film 
was  questioned:  students  in  the  class 
agreed  to  look  this  point  up  in  an 
etiquette  book  at  the  library.  .Ml 
agreed  the  film  would  help  them  to 
remember  the  rules  for  introducing 
people.  Pieces  of  paper  were  then 
dealt  out,  one  to  a  pupil,  assigning 
each  the  role  of  some  adult  or  young 
person.  Groups  of  two  or  four  were 
formed.  Each  group  was  called  to 
the  front  of  the  room  and  made  typi- 
cal introductions  while  the  class 
^v•atched  for  errors  and  ease  of  parti- 
cipation." 


Hon-  Do  You  Do,  Ifimni  sound.  15  min..  $35, 
Noting  America  Films.  Inc.,  18  E.  41st  St..  New 
Noik    17.   N.   V. 


b\   Klcanur  1).  Clhikl. 
Sujiert'isor.    Audio-]' isual    Dcjit. 

and    Hardy    1).    Fiiuli. 

Head.   En'^lish    Dept..   (•reenivtch, 
C(nnie(  li(  Hi    Puhlu    Siliools 


I'iciLRE  CRtun.s;  .Scenes  ab(j\e  tour- 
lesv  of  Young  .America  Films,  Int.. 
pit  I  lire  of  class  scene  at  lefi  b\ 
loiirtcsv   of  Xaiitmal  Film  Board  of 

(  :r.ia(la. 


26 


SEE    AND     HEAR 


"SHY  GUY"  a  useful  Coronet  Film  to  help  overcome  shyness  among  adolescent  Noungsters. 


AN  ADULT  EDUCATION 
TEACHER—  (For  the  past  five  vears, 
once  a  week,  this  teacher  has  shown 
tra\elogues.  sponsored  fihns.  a  n  d 
other  pictures  of  general  interest  to 
aduk  groups.)  "I  introduced  the  fihn 
with  the  short  comment  that  they 
might  like  to  see  a  new  picture  that 
I  knew  had  been  used  the  previous 
week  in  a  high  school  English  class. 
At  the  end,  I  asked  them  what  they 
thought  of  the  picture.  Thev  said 
they  wished  they  had  had  such  a 
movie  when  thev  went  to  school.  I 
did  not  tr\  to  carry  the  discussion 
further,  but  I  noticed  thev  had 
watched  the  screen  with  fidlest  atten- 
tion." *         *         * 

HIGH  SCHOOL  ENGLISH 
TEACHER    OF    HANDIC\PPED 

GROUP— (Time:  one  week  before 
Open  House  Xight,  which  pupils  at- 
tended with  their  parents.)  "Many 
of  the  honor  roll  students  and  foot- 
ball plavers  might  fimible  over  in- 
troductions that  ni^ht.  This  would 
be  unfortunate,  for  it  reallv  was  easy 
to  introduce  people.  I  asked  the  stu- 
dents if  thev  would  like  to  use  some 
of  their  English  periods  to  practice 
introductions.  I  knew  the  school  had 
a  new  film  on  this  subject.  The 
picture  was  shown  next  da\  at  the 
beginning  of  the  period.  Then  I  put 
on  the  board  three  match-stick  draw- 
ings: the  first  illustrated  one  girl  in- 
troducing two  bo y  s  to  her  girl 
friend:  the  second  showed  a  boy  in- 
troducing a  girl  and  a  bov  to  his 
mother,  and  the  third  showed  a  boy 
introducing  the  girl  and  boy  to  his 
father.  We  looked  at  the  film  a 
second  time  to  watch  just  how  these 
introduction  situations  were  sohed. 
Underneath  each  drawing  the  rule 
for  the  particular  introduction  pro- 
cedure was  formulated  as  simplv  as 


possible.  Two  other  drawings  were 
made,  one  containing  a  man  teacher 
and  the  other  a  woman  teacher,  each 
\\  ith  a  student  and  two  parents.  Sim- 
ilar conversation  and  rules  were  writ- 
ten on  the  board.  The  next  dav  (af- 
ter practicing  at  home)  each  pupil 
was  to  pretend  he  had  his  parents 
with  him  and  introduce  them  and 
me.  On  the  day  of  Open  House 
Xight,  we  took  part  of  the  period  to 
rehearse  again  these  introductions. 
From  the  introductions  made  that 
evening,  I  felt  that  the  project  had 
been  very  worthwhile. 

"I  would  like  to  repeat  the  film 
later  in  the  year  before  some  school 
part\,  to  rehearse  again  other  real 
life  situations." 

*  »         * 

JUNIOR  ENGLISH  TEACHER 

— ".\  class,  which  was  asked  to  choose 
a  subject  for  a  six  weeks  unit  upon 
which  the  reading,  written  and  oral 
work  might  be  based,  chose  'Eti- 
quette.' I  asked  whether  any  had  seen 
motion  pictures  on  this  topic:  a  few 
had.  .All  wanted  me  to  procure  what- 
ever films  possible.  I  suggested  a  pu- 
pil committee  to  do  this.  The  film  on 
introductions  was  previewed  bv  that 
committee,  presented  h\  one  of  the 
members,    and    the    discussion    that 

followed  was  conducted  by  her." 

*  *         * 

HEAD  OF  STUDENT  FIRE- 
POLICE   AT   HIGH   SCHOOL   - 

"The  boys  were  asked  if  thev  would 
like  to  see  a  film  on  iiuroductioiis, 
as  they  sometimes  have  to  introduce 
people  while  on  hall  duty.  After  the 
film  showing,  their  experiences  with 
an  office  clerk  or  teacher  were  dis- 
cussed. Simple  rules  were  gone  over 
about  whose  name  shoidd  be  given 
first  in  the  case  of  two  women,  two 
men,  and  a  man  and  a  woman.  Thev 


likid  tlu-  pidurc  and  >aid  e\er\()ne 
should  see  it." 

•  *  « 

EIGHTH  GRADE  ENGLISH 

TEACHER— Thai  jjicturc  just  fits 
in  with  the  first  chapter  of  our  book. 
Pupils  said  they  didn't  see  whv  we 
didn't  ha\e  more  such  pictmes  for 
Englisii.  I  felt  that  e\en  the  one 
showing  was  enough,  along  with  the 
work  in  the  textbook  and  the  prac- 
tice introductions  that  followed.  Ev- 
ery eighth  grade  English  class  shoulil 
sec  it." 

From  the  preceding  reports  and 
from  other  experiences  with  guid- 
ance films,  we  are  novv-  recommend- 
ing that  this  film  be  used  with 
everv  eighth  grade  English  class 
studying  a  manners  unit.  We  are 
also  recommending  that  one  review 
showing  be  given  in  high  school 
when  the  topic  of  introductions  again 
appears,  if  the  pupils  feel  thev  would 
profit  from  another  showing,  or  if 
the  teacher  believes  they  have  not 
yet  mastered  the  rules  involved.  We 
in  no  way  restrict  other  groups  from 
showing  the  picture,  but  if  the  film 
is  used  consistentlv  in  the  eighth 
grade,  it  is  probable  that  the  stu- 
dents will  have  seen  it  and  mastered 
mastered  that   topic.  9 

Other  films  which  we  hope  to  use 
in  this  personal  guidance  area  are: 
You  And  Your  family.  7  min..  S25. 
Association    Films,    $47    Madison 
.\ve..  New  York  17,  N.  Y. 
You  And  Your  Friends.  8  min..  S25, 

.Association  Films. 
Shy  Guy,  13  min.,  S54,  Coronet  Pro- 
ductions, Inc.,  Glenview,  111. 
Are  You  Popular?  10  min..  545.  Cor- 
onet. 
Team  Work,  22  min.,  SI 70,  Simmel- 
Meservcv,    321    S.    Beverlv   Drive, 
Beverlv  Hills,  California. 


MARCH     .     1948 


27 


THE  USE  OF  MODERN 
ludio-visual  materials  of  in- 
struction has,  without  doubt, 
been  more  frequent  in  the  classrooms 
of  our  public  schools  than  it  has  at 
the  teacher-training  level.  This  is  by 
no  m  e  a  n  s  an  indictment  of  our 
teacher-training  institutions.  The 
producers  of  teaching  films  have  paid 
far  more  attention  to  the  production 
of  films  which  correlate  well  with 
units  of  work  and  subject  areas  of 
the  primary,  intermediate,  junior 
and  senior  high-school  lc\el,  than 
they  have  at  the  college  or  teacher- 
training  le\el. 

Significant,  then,  is  the  appear- 
ance of  a  teacher  education  series 
which  includes  five  films  designed 
for  pre-service  and  in-service  teacher- 
training  situations.  By  and  large, 
teacher-training  institutions  have 
been  slow  to  use  audio-\isual  mate- 
rials in  teacher  education.  A  wel- 
comed advance  in  this  area  are  the 
McGraw-Hill  teaching  films.  These 
films,  totaling  90  minutes  and  ac- 
companied  by    filmstrips,   relate    to 


three  \ital  learning  situations: 

a.  the  understanding  of  children, 
their  capacities,  their  interests,  and 
their  problems; 

b.  the  responsibility  for  Insi  niaiu- 
taining  an  'esprit  de  corps'  in  the 
classrooms,  or  a  classroom  discipline 
situation  which  will  allow  favorable 
relationships  to  exist  between  teach- 
er and  pupil  and  thus  foster  an  effi- 
cient learning  environment:  and 

c.  the  concept  of  methods  through 
which  teachers  and  pupils  cooperate 
in  achie\ing  a  search  for  subject 
information  which  falls  within  their 
interest,  their  comprehension,  and 
their  day-by-day  classroom  responsi- 
bility. 

Recently  these  films  w  ere  pre- 
\icwed  by  us  as  a  part  of  our  con- 
tinuing search  for  good  teaching  film 
experience  which  can  be  woven  di- 
rectly into  the  teacher-education 
curriculimi  at  the  undergraduate 
and  graduate  level  in  our  School  of 
Education  at  the  University  of  Wis- 
consin. The  summary  of  the  films 
and  our  reactions  to  them  follows: 


Allri  \/i('  discOi'cii  Acln's  iiilcrcst  and  abil- 
ity in  art.  Aliis  Bruw7i  is  able  to  build  a 
remedial  program  around  this  subject.  A 
scene  from  "Learning  to  Vnderstand  Cliil- 
dren." 


A  liome  visit  adds  li>  Miss  Ilruwn's  Isnmel- 
edge  of  her  pupil.  .4nother  scene  from 
"I.carnini:   In    I'nderstand   Children." 


As  They  Are  Taught 

TEACHER  TRAINING   UTILIZATION   OF    FIVE    McGRAW    HILL    TEXT    FILMS 


•  TEACHING  FILMS  which  can 
be  woven  into  the  teacher-education 
curriculum  are  summarized  in  these 
paragraphs  that  follow: 
Learning  To  Understand  Children: 
—  Part  I  —  .\  Diagnostic  Approach. 
B&W,  Sound,  21  min. 

•  This  film  presents  a  case  study  of 
Ada  Adams,  an  emotionally  and  so- 
cially maladjusted  girl  of  15.  It  re- 
cords the  efforts  of  her  English  teach- 
er to  study  her  case  sympathetically, 
to  understand  her  and  to  plan  re- 
medial  procedures  to  help  her. 
Shown  in  detail  are  the  diagnostic 
techniques  such  as  observation  of  the 
child's  behavior,  study  of  her  previ- 
ous records,  personal  interviews, 
home  visitation  and  formulation  of 
a  hypothesis  for  remedial  measures. 
The  lechnicpies  depicted  are  appli- 
cable to  diagnosing  difficulties  of 
many  types  of  problem  children. 


"The  film  is  exceedingly  well  done 
and  significant,  not  only  for  teach- 
ers in  training,  but  also  for  teachers 
in  seniice." 

".4n  outstanding  example  of  what 
we  need  to  bring  before  our  prospec- 
tix'e  and  in-sen'ice  training  situa- 
tions." 

"Outstanding  to  illustrate  the 
teacher's  recognition  of  problems  of 
maladjustment  and  her  responsibil- 
ity and  concern  in  dealing  with 
them." 

Learning  To  Understand  Children: 

—  Pan  II  —  .\  Remedial  .Vpjjroach 
B&:\V,  Soiuid,  22  min. 
•  Continuation  of  the  case  study  of 
Ada  Adams.  The  teacher  develops 
a  plan  for  remedial  action  which 
uses  Ada's  interest  in  art  as  a  means 
for  improving  Ada's  self-confidence 
and  interest  in  her  school  work,  as 


well  as  for  recognition  and  accept- 
ance by  her  schoolmates.  These 
efforts  apparently  bring  about  con- 
siderable improvement.  It  is  obvious 
that  the  teacher  cannot  solve  all  of 
.Ada's  problems,  but  the  techniques 
illustrated  in  the  film  are  indicative 
of  the  sort  of  remedial  procedures 
wliith  may  be  used. 

"In  my  search  for  films  in  this  area, 
I  hai'c  found  nothing  axmilable  zvhich 
is  comparable  to  it." 

"This  film  is  excellent  to  motivate 
discussion." 

"An  excellent  portrayal  of  u<hat 
the  school  must  do  to  compensate 
for  n  difficult  home  environment." 

"Siid-ics  the  responsibility  of  every 
teacher  to  recognize  definite  behavior 
fnoblems  and  to  give  some  sugges- 
tions and  thought  to  possible  meth- 
ods of  attaching  them." 


28 


SEE    AND    HEAR 


A  FILM  EVALUATION  FOR  TEACHER  TRAIMXG  BY 

Professors  A.  S.  Barr,  Glenn  Eye,  Russell    T.  Gregg. 
T.  L.  Harris.  John  Mayer,  Douglas  Parrv  and  T  L.  Torgerson 

all  III   the  School  ol   F.diu  alion,  l'ni\ersii\   ol   ^\'i^(  ()ll^ill 


Maintaining   Classroom    Discipline: 

B&W,  Sound.  15  niin. 
•  This  film  explores  the  fundamen- 
tals of  proper  control  of  class  con- 
tlutt  and  attitude.  Contrasting  meth- 
ods of  handling  a  class  are  demon- 
strated. First  the  camera  takes 
us  into  a  classroom  where  teacher 
and  students  a])pear  to  be  pulling  in 
opposite  directions;  minor  infrac- 
tions snowball  into  major  disciplin- 
ary problems,  and  school  -(vork  is 
neither  instructive  nor  pleasant  for 
anyone.  The  film  analyzes  the  prob- 
lem, showing  that  the  trouble  was 
largely  due  to  deficiencies  on  the 
part  of  the  teacher.  The  film  shows 
that  the  impact  of  the  teacher's  per- 
son;ilitv  upon  the  students  has  an 
importaiu  effect  on  the  class's  general 
progress  and  behavior.  The  film  goes 
back  to  the  starting  point,  shows  how 
the  same  situations  could  be  han- 
dled differently  by  the  same  teacher, 
using  techniques  which  are  obvious- 
I\-  more  successful. 

"An  excellent  presentation.  While 
the  first  half,  whiih  is  negative  in 
suggestion,  somewhat  oi'rr-balances 
the  second  half,  which  is  constructive . 
it  is  still  a  necessary  and  valuable 
film.- 

".i  good  kicking-off  point  for 
group  discu.<!siot7s  on  the  problems 
of  classroom  discipline  and.  more 
important,  how  to  handle  them." 

"Emphasizes  the  fact  that  pupil 
belmvior  is  a  reflection  of  the  teach- 


er's understanding  or  lack  of  under- 
standing, and  that  resultant  attitudes 
and  l>ractices  grow  directly  fro/n  the 
teacher's  attitudes." 
Broader  Oincept  of  Method:— Part 
T— Developing  l*u|)il  Interest.  BR.\V, 
.Sound,  13  nu'n. 

•  This  film  piescnis  a  frank  pictme 
of  the  coinentional.  teacher-domi- 
nated, lesson-hearing  l\pe  of  recita- 
tion, and  shows  txpical  elfects  of  this 
method  iijjon  student  aiiiiudes,  re- 
sponses, and  learning.  The  filin  then 
shows  alternati\c  techniques  to 
achie\e  broader  educational  objec- 
ti\es.  .\  comparison  is  drawn  between 
the  formal  recitation  and  the  in- 
formal, group  discussion  types  of 
class  sessions  in  which  students  are 
permitted,  under  unobtrusive  teach- 
er guidance,  to  share  in  the  planning 
of  their  work  and  arc  thereby  stim- 
ulated toward  worthwhile  and  mean- 
ingful learning  experiences. 

"Extremely  valuable  for  discus- 
sion." 

"The  portrayal  of  ho-w  sarcas/n 
and  domination  fail  to  motivate  and 
arouse  interest  is  helpful  in  firoduc- 
ing  the  attitude  u<e  want  to  establish 
u'hen  considering  pupil-teacher  rela- 
tionships." 

Broader  Concept  of  Method:— Part 
II— Teachers  and  Pupils  Planning 
and  Working  Together.  B&:W, 
Sound,  18  min. 

The  film  continues  the  develop- 
ment of  the  project  that  was  initiated 


by  the  class  in  Part  I.  Students  are 
shown  learning  to  work  together,  to 
organize  themselves  into  functional 
groups,  to  make  and  carry  out  plans 
lor  investigation,  and  to  present 
ilu  ii  lindings  and  recommendations 
in  a  group  report.  In  these  activities 
some  difficulties  are  encountered 
w  liic  li  the  leac  lui  lieljis  them  to  over- 
come b\  lact  and  guidance.  The  film 
shows  how  this  l\pe  of  group  partici- 
pation gi\es  the  students  practice  in 
reflective  thinking  and  in  expressing 
themselves,  and  how  they  come  to 
e\aliiate  I  he  things  thc\  ha\e  learned 
as  a  result  of  the  experience. 

".-1  fine  portrayal  of  interest,  initi- 
alii'e,  and  wholesome  men-ale  which 
((1)1  result  from  teacher-pupil  plan- 
ning in  a  pr(>je(  t-t\pe  of  instruction." 

"While  someiL'Iiat  elementary  for 
most  teachers  in  service,  this  film  is 
extremely  valuable  in  pre-service 
leaching  situations." 

"Useful  in  the  majority  of  begin- 
ning classes  in  educational  method." 

In  the  light  of  the  present  teacher 
shortage  and  in  the  light  of  the  grow- 
ing responsibility  which  inust  be  felt 
by  teacher-training  institutions  ev- 
erywhere, our  search  for  good  sup- 
plementary materials  through  which 
instruction  may  be  made  meaning- 
lul,  dramatic,  and  socially  useful  to 
om-  young  teacher  trainees  is  all  in 
the  right  direction.  This  series  has 
been  one  of  the  high  points  in  our 
search  during  the  past  few  years  for 
acceptable  teacher-training  material. 
We  hope  that  other  excellent  film 
series  which  may  be  integrated  into 
the  teacher-training  work  in  our  De- 
partment of  Education  will  be  pro- 
duced. • 


"Tiro  detentions!"  Scenes  like  this  arc  fre- 
quent u'tien  tliere  is  lack  of  understanding 
and  cooperation  between  teacher  and  pu- 
pils. Scene  from  "Maintainins^  Classroom 
Discipline"   in    the   McCraic-Hill  Series. 


Tlie  conventional  lesson-hearing  type  of 
recitation  dominated  h\  the  teacher,  lakes 
its  toll  of  ptipil  interest  and  partii ipniion. 
From  "Broader  Concept  of  Methods  Part  I." 


Working  together  as  functional  groups, 
studcjits  are  sliown  learning  to  organize. 
.•i  scene  from  "Broader  Concept  of  Method: 
Part  11."  another  of  the  McCiran-Hill  Text- 
film  Series  described  in  this  article. 


M  ARCH 


1948 


29 


FILMS  THAT 


SPEED 


READING 


APPROXIMATELY      15%     of 

/\  the  incoming  freshmen  at 
A  \.  the  Colleue  of  Aoiiciilture. 
Forestry,  and  Home  Economics  of 
the  University  of  Minnesota  read  at, 
or  below,  the  level  of  high  school 
sophomores— a  situation  rather  I'pi- 
cal  of  college  populations  gtneralh. 
In  addition,  probably  95%  of  all  col- 
lege students  read  below  their  maxi- 
mum capabilities. 

How  to  attack  this  situation?  One 
approach  is  through  use  o(  \isual 
materials.  This  past  year  we  used  the 
Haward  Films  for  the  Irnprovernen! 
of  Reading*  We  ha\e  results  and 
reactions  to  report  that  suggest  the 
usefulness  of  this  \  i  s  u  a  I  aid  ap- 
proach. 

The  Harvard  Films  are  a  series  of 
fifteen  16mm  silent  motion-picture 
films,  appealing  to  people  of  mature 
interests.  They  are  graduated  in  \()- 
cabularv  difficulty  from  the  ninth 
grade  up  through  the  college  fresh- 
man level.  Each  is  accompanied  with 
an  equated  transfer  reading  selec- 
tion, so  chosen  as  to  make  an  inte- 
grated reading  development  pro- 
gram. The  habits  established  during 
the  film  showing  are  carried  o\er  to 
normal  reading  situations. 

7  he  projection  of  essay  and  nai  ra- 
tive  selections  on  the  screen,  phrase 
by  phrase  at  controlled  speeds,  en- 
courages the  student  to  correct  habits 
of  regression,  \ocali/ation,  or  word- 
for-word  reading,  and  helps  him  to 
establish  correct  habits  of  word 
grouping,  reduce  the  number  of  fixa- 
tions per  line,  and  enlarge  the  woid 
recognition  span. 

Graph  records  of  speed  ami  com 
prehension  gains  are  kept  b\  tin 
students.  Test  questions  are  fur- 
nished for  each  film— cpiest ions  that 
serve  a  dual  piupose:  to  re\eal  com- 
prehension gains  and  to  contiiuie 
the  important  jjrotess  ol  diagnosis. 
Each  set  of  ten  cjuestions  re\eaK 
how  well  the  student  has    (I)    read 


by  James  I.  Brown, 
University  of  Minnesota 

for  details,  (2)  caught  the  central 
idea,  (3)  grasped  the  \ocabularv. 
and  (4)  understood  the  selection, 
the  latter  being  indicated  bv  his 
abilit\  to  make  proper  inferences 
from  what  is  read. 

In  the  beginning  it  was  felt  that 
the  films  should  undergo  a  pioba- 
tionary  experimental  period.  It  was 
thought  that  requiring  onh  the  jjoor 
leaders  to  attend  the  film  sessions 
m  i  g  h  t  discourage  the  average  or 
above  average  readers  from  attend- 
ing. Thus  attendance  was  placed  on 
a  purelv  \oliuitary  basis.  Any  stu- 
dent who  was  interested  could  attend 
an\  or  all  of  the  foin-  half-hour  film 
sessions  a  week.  The  name  "Reading 
Laboratory"  was  given  to  those  peri- 
ods. The  period  started  with  the 
showing  of  a  film  and  the  taking  of 
the  test  over  it;  then  came  the 
equated  reading  and  test,  with  a  few 
miniues  left  for  discussion  of  some 
of  the  techniques. 

Results  were  encouraging.  One 
exceptional  freshman  student  read 
at  250  words  a  minute  when  he 
started  coming  to  the  laboratory.  By 
the  fifth  film  he  was  reading  475 
words  a  minute,  and  by  the  end  of 
the  series,  600  words  a  minute  with 


but  only  10%  loss  in  comprehensi(jn. 
His  original  score  on  the  Xelson- 
I)enn\  reading  test  showed  him  well 
abo\e  a\erage  when  he  began  his 
freshman  year  (76th  percentile.  He 
was  remeasined  with  the  Nelson- 
Denny  test  after  comjjleting  the 
film  series  and  was  discoxered  to 
have  climbed  to  the  97th  percentile 
—a  21  percentile  rank  gain) .  The  ac- 
tual average  reading  i^ate  and  coiii- 
piehension  gain  made  by  students 
usinsi  the  Har\  ard  Films  was  54"^';,  in 


readinsj    rate,    and 


in    reading 


comprehension.  Above-average  read- 
ers showed  worthwhile  gains  for  the 
time  in\ested  —  fifteen  hall  hour 
periods. 

One  student  became  so  enthusias- 
tic over  his  improvement  after  the 
first  few  sessions  that  he  brought  two 
student  friends  with  him  thereafter, 
riie  growth  of  the  reading  labora- 
torv  has  been  largely  the  result  of 
such  unplanned  ])ublicity.  for  as  yet 
we  ha\e  not  adequate  space  and 
ecjuipment  to  handle  large  groups. 
Fhe  films  were  demonstrated  once 
to  that  portion  of  the  freshman 
group  definitely  below  average  in 
reading  ability.  The  rest  was  up  to 
(please    turn    to    page    35) 


•Harvard     Films,     Hanmrd     Film     Sen'ice,        ,,,  ,    .,       ,,  ,    ,•  ,         ,        .,       ,      ,  ,        £    n      j 

School  of  liducaium.  l.au-n-me  Hall  No.  ■/.       Classroom  use  of  the  Harvard  Iilms  for  the  Imlnovemnits  of  Reading  is 

Cambridge  }S,  Masiadiusetts.  described  in  the  article  on  this  page. 


30 


SEE    AND    HEAR 


The  Publishers  Forum 


A  MONTHLY  COLUMN  OF  NOTES  &  COMMENT 

THE  L\IPRE.SSI\E  and  wholly  practical  demon- 
biration  of  classroom  use  of  films  conducted  by 
Sti;  S:  He.\rs  Editor-in-Chief  Walt  Wittich  before 
the  packed  house  of  school  administrators  attending  tin 
AASA  meetings  in  Atlantic  Citv  last  month  merits  sonu 
personal  comment  in  this  column. 

We  are  justifiably  proud  of  our  colleague  and  of 
his  important  contribiuion  to  the  better  understanding 
of  audio-visual  techniques  at  the  vital  classroom  level. 
This  performance  accorded  general  session  recognition 
to  a-v  materials  and  it  will  ha\e  nationwide  residts  as 
superintendents  begin  to  increase  classroom  utilization 
in  their  local  areas.  The  emphasis  on  auditorium  use  of 
films  is  still  dominant:  until  schools  begin  to  use  all  the 
basic  and  advanced  audio-visual  media  to  increase  learn- 
ing within  classroom  walls  this  field  remains  only  half- 
finished  in  its  contribution  to  the  learning  process. 
Lest  we  forget:  countless  hours  of  preparation  made 
possible  the  flawless  projection  in  the  Atlantic  City 
auditorium  where  both  the  audience  and  the  demon- 
stration class  saw  simultaneous  screenings  of  Children 
of  China,  the  film  used  for  class  stimidation.  Our  good 
friend  A\'ally  Moen.  projection  sales  executive  for  Bell 
&  Howell,  was  in  charge  of  these  important  .arrange- 
ments and  a  note  of  special  thanks  is  due  him  and  his 
assistants  for  a  job  very  well  done. 

The  elementary  school  lei'el  accounts  for  the  great  bulk 
of  oiu'  school  population,  is  by  all  odds  the  greatest 
challenge  to  the  widening  use  of  a-v  materials.  Yet 
pages  of  valuable  publication  space  among  the  special 
journals  in  this  field  and  countless  hoiurs  of  discussion 
time  are  given  over  to  subject  matter  outside  the  im- 
mediate interests  of  the  classroom  teacher  and  the  cur- 
riculum supervisor.  With  90%  of  U.S.  classrooms  still 
unequipped  for  audio-visual  utilization,  whv  tn  to 
serve  a  thousand  or  so  of  the  hundreds  of  thousands  of 
churchmen,  for  example,  with  a  few  pages  of  guidance 
material?  This  is  in  answer  to  our  good  friends  who 
ask  why  See  S;  He.\r  doesn't  maintain  a  Church  Depart- 
ment.    Onlv  a  full  effort  has  real  significance. 

Billions  of  dollars  for  schoolhouse  construction  are  to 
be  expended  and  our  long-term  project  Desig.ns  for 
\'isu.\L  Edic.\tio.n  is  set  up  to  help  make  sure  that 
audio-visual  requirements  are  provided  for  in  tomor- 
row's schools  as  well  as  in  remodeling  projects.  You'll 
hear  important  news  on  this  subject  from  us  next 
monthl  Meanwhile  we  close  this  brief  colunm  with  a 
comment  made  bv  one  of  our  good  freinds  after  the 
.\tlantic  City  demonstration  noted  above: 

"Audio-visual  learning  waited  10  years  for  this  op- 
portunity to  show  what  we  have  to  offer!  It  was  the 
most  satisfying  experience  in  my  professional  experi- 
ence."   We  share  those  sentiments.  — OHC 


fjtisiifrs 


□ 
n 

n 

Zl 
Z2 


SIX    NEW 

HEALTH  AND 
HYGIENE  FILMS 

NOW    AVAILABLE 

THE  NINE  BASIC  FUNCTIONAL 
SYSTEMS  OF  THE  HUMAN  BODY 

The  principal  and  basic  constituents 
of  the  human  system  are  set  forth 
by  means  of  animated  drawings  in 
nine  groups,  as  follows:  THE 
SKELETAL,  THE  MUSCULAR,  THE  EX- 
CRETORY, THE  CIRCULATORY,  THE 
NERVOUS,  THE  SENSORY,  THE  DI- 
GESTIVE, THE  LYMPHATIC,  and  THE 
ENDOCRINE. 

THE  HUMAN  HAIR 

Demonstrates  the  hoir  os  part  of  the 
skiri/  similar  in  development  and 
growth.  Growth,  duration,  renewal 
and  other  characteristics  shown, 
also  relation  to  sebaceous  glands 
and  causation  of  goose  flesh.  Im- 
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emphasized. 

KIDNEYS,  URETERS  AND  BLADDER 

This  film  describes  the  important 
anatomical  features  and  the  func- 
tion of  the  kidneys,  ureters  and  the 
urinary   bladder. 


OUR  FEET 

Animation  ond  photography  show 
the  construction  and  function  of  the 
human  feet,  both  as  a  weight  car- 
rier and  as  a  means  of  locomotion. 


THE  HUMAN  SKIN 

Animation  and  photography  show 
the  construction  and  function  of  the 
human  skin;  how  it  protects  us  from 
our  environment  and  regulates  the 
temperature  of  our  bodies;  impor- 
tonce  of  care  and  cleanliness  in  pre- 
serving the  natural  beauty  and 
health  of  the  skin  is  emphasized. 


THE  HUMAN  THROAT 

Shows  the  anatomy  and  functioning 
of  the  throat  as  a  passage  for  air 
and  food,  its  defense  mechanisms, 
and  how  both  air  and  food  are 
diverted  into  their  proper  channels. 


Write   for  full   details,   list  of 
additional   Health   Hygiene   films 
and  New  Bray  Catalog. 


THE  BRAY  STUDIOS,  INC. 

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Oklahoma's  Audio-Visual   Education  Program 


FILMS  INC 


^ 


1600    BROADWAY 
NEW  YORK  19,  N.  Y. 


a 
a 


TRAINING  YOU 
TO  TRAIN  YOUR  DOG 

The  Accepted  Method 
of  Obedience  Training 

BASED    ON    THE    BOOK    OF    THE    SAME    TITLE    BY 
BLANCHE    SAUNDERS 

PUPPY 

TROUBLE 

—  20  /Minutes 

Helen  Hayes  & 

Lowell  Thomas, 

Norrotofs 


BASIC 

OBEDIENCE 

INSTRUCTION 

—  32  Minutes 

Lowell  Thomas, 
Narrotor 


ADVANCED 
OBEDIENCE 
INSTRUCTION 

—  37  MInutei 

Lowell  Thomas, 
Narrotor 


Three  16mm  Sound  Films  in  Color  or 
Black  and  White 

Blanche  Saunders,  Director; 
Louise  Bronch,  Producer  &  Photographer 

United  Specialists,  Inc. 

America' i   Foremoit   Producer  of   Dog   Fitms 

PAWLING    •    NEW   YORK 


(  C  O  N  T  I  N  L    E  D     F  R  O  Nr     PAGE     8) 

Coordinator  of  Audio-Visual  Educa- 
lion.  Stale  Departnient  of  Eduiation 
and  the  Coordinators  at  the  training 
institutions,  local  leaders  will  be  as- 
sisted in  promoting  their  programs 
by— encoinaging  regional  and  local 
conferences:  m  a  k  i  n  g  a\  ailalsle  to 
leaders,  information  concerning  Aii- 
dio-\'isual  materials;  advising  in  the 
establishment  of  coinses  in  Audio- 
Visual  Education  witli  the  various 
institutions;  working  in  close  coop- 
eration with  the  commercial  pro- 
diKers  and  distrilnuors  of  Audio- 
X'isual  materials. 

The  establishnuiu  ol  lota!  Audio- 
\'isual  Aids  ])r()granis  in  the  State 
will  be  stimulated  b\— encotiraging 
I  lie  appointment  of  a  Coordinator 
ol  Audio-\'isual  Education  in  the 
local  schools;  encouraging  local  clin- 
i(s  dealing  -with  scope  and  luili/a- 
liim  of  Audio-\'isual  materials;  en- 
(oLuaging  the  establishing  of  local 
Audio-\"isual  centers;  encoin  ;iging 
local  purchase  of  needed  etiui])ment. 
riiere  are  two  aspects  in\olved  in 
the  probleiTi  of  emphasizing  teacher 
training  in  Audio-X'isiial  Education, 
namely  Pre-Service  training  and  In- 
•Service  training. 

The  program  will  emphasi/e  Pre- 
,Ser\  ice  training  in  teacher  training 
institmions  by  —  encoinaging  each 
teacher  training  institution  to  estab- 
lish Audio-\'isual  Aids  centers;  en- 
couraging the  inclusion  of  methods 
courses  in  Audio-\'isual  materials  in 
the  Curriculum  of  each  teacher  train- 
ing institution;  promoting  a  fimc- 
lioiiing  program  in  .Audio-Xisual 
Eduiation  in  the  Laboratorx  schools 
of  each  teacher  training  institiuion; 
encouraging  workshojjs,  conferences, 
and  clinics  with  each  of  the  teacher 
training  institutions. 

In-Ser\icc  training  will  be  empha- 
si/LiI  througli  out  the  State  luidei 
the  leadership  of  the  Coordinator  ol 
\'isual  Education  at  each  of  the  Re- 
gional libraries  b\ — encouraging  each 
teacher  training  institution  to  set  up 
(ourses  in  Audio-X'isual  Etlucation 
designed  for  teachers  who  desire  to 
come  back  to  the  campus  to  do  addi- 
tional work  dining  the  s  u  m  m  e  r 
term;  |)i()moiing  summer  confei- 
en<ts.  workshops,  and  clinics,  botii 
on  I  lie  campus  and  off  the  tampus 
during  the  summt.i   monlhs;  encour- 


aging local  schools  to  start  stud\ 
groups  within  their  own  system;  and 
encouraging  local  schools  to  provide 
professional  literature  and  lii)rar\ 
material  for  their  teachers. 

The  distribution  of  motion  pic- 
ture films  for  use  in  the  pidjlic 
schools  of  Oklahoma  will  be  accom- 
plished; First,  through  the  State  film 
depository  which  assumes  the  respon- 
sibility ol  general  supei\isi(jn  o\er 
all  State  owned  films  circulated  from 
each  of  the  Regional  libraries;  b\ 
properly  processing  all  films  before 
they  are  made  available  for  circula- 
tion; b\  properh  cataloging  and  in- 
dexing all  films  before  the\  are  made 
available  tor  cii(  ulaiion;  1)\  provid- 
ing repair  service  lor  all  damaged 
films;  and  bv  circulating  certain  spe- 
cial liims  lor  which  there  would  not 
be  enough  demand  to  justifv  circu- 
lation on  a  large  basis;  but  which 
demand  could  be  satisfied  bv  circu- 
lating on  a  Statewide  basis:  Second, 


s 


ELECTED  FILMS 

for  All  Your  Needs! 


Largest    library   of 

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many    In    color 

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Over    500   of   the    best 

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ENTERTAINMENT  FILMS 

for  all  ages  and  all  types 
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DISCUSSION  and  INFORMAL 

EDUCATION 

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Also.  TRAVELOGUES,  SPORTS 
and  RECREATION,  MUS.C,  SOCIAL 
SCIENCE,  and  many  Oihers. 

Write  for  New  Classified  Film  list 
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ASSOCIATION  FILMS 

j  (Y.M.  C.  A.  MOTION   PICTURE  BUREAU) 

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SiN  FRANOSCO  } 
351  Torb  It. 
DALLAS  4 

3at!  MeplF  Avenu* 


32 


SEE    AND    HEAR 


through  Regional  libraries  at  each 
of  the  teacher  training  institutions, 
including  Oklahoma  A  .<:  M  Colleoc. 
^vhose  responsibility  it  is  to  circulate 
films  to  public  schools  and  organiza- 
tions of  the  State,  particularly  in 
their  region:  Third,  by  encouraging 
the  establishment  of  local  film  li- 
braries by  matching  local  funds  up 
to  a  maximum  of  SI. 000.00  per  li- 
brarv  unit,  this  is  done  1)\— the  local 
school  appropriates  from  local  funcb 
a  specified  amount  for  the  purchase 
of  motion  picture  films:  ccrtifving 
the  amount  of  this  appropriation  to 
the  State  Department  of  Education, 
who  in  turn  meets  this  amount  up 
to  the  maximum  of  SI. 000.00:  the 
local  school  retains  title  to  all  films 
purchased  including  the  matched 
portion  for  local  use. 

The  State  program  will  give  as- 
sistance in  financing  a  Statewide  film 
program  through  an  appropriation 
of  $125,000.00  to  be  apportioned  as 
follows  -  540.000.00  of  this  appro- 
priation equally  distributed  to  the 
Regional  libraries:  S68.000.00  to  be 
used  in  matching  local  libraries: 
5  17,000.00  for  .\dniinistration 
through  the  State  Department. 

It  is  anticipated  b\  the  leaders  of 
the  Oklahoma  program,  that  this 
program  will  eventually  lead  to  a 
sound  program  in  which  Audio- 
\isual  materials  will  be  effectiveh 
utdized  in  the  local  classroom  with 
the  local  schools  owning  the  "bread 
and  butter"  films,  with  the  Institu- 
tion libraries  circulating,  in  the 
main,  special  films  for  which  there 
is  less  current  demand  locally,  but 
which    are    occasionallx     needed    in 

the  local  commiinitieN. 

*  ■»=  * 

Official  Films  Spanish  Series 
♦  For  the  benefit  of  teachers  and 
students  of  Spanish,  and  for  Latin 
American  projector  users.  Official 
Films  Inc.  is  releasing  about  twenty 
of  its  most  popidar  16mm  motion 
pictures  with  newh  recorded  Span- 
ish soundtracks. 

.\veraging  10  minutes  running 
time  each,  films  of  athletics,  nature, 
wildlife,  and  outdoor  sports  are  in- 
cluded in  the  list.  Sale  price  within 
the  United  States  is  the  same  as  for 
English  language  prints.  517.50  per 
film.  Further  details  on  these  and 
more  than  300  other  titles  released 
through  this  firm  mav  be  had  from 
vour  local  dealer. 


^^"^""V^T         ^ 


■JLPfli 


Coronet 

-t:     instructional  films 


FILMS  FOR  LITERATURE 

-At  last — films  to  bring  your  sludcnu.  a  new  appreciation  ol  the  claisici. 
Beautiful  cinematic  tapestries,  skillfully  interweaving  unforgettable 
scenes  of  storied  lands  with  melodious  lines  from  the  many  immortals 
they  inspired. Two  memorable  literary  journeys  . . . 

ENGLAND:     .^j<fr/y,r  ffj,</  r/  ^/Aj<//fnf 


V 


"Oh,  London  town's  a  fine  town. 
And  London  sights  ore  rare." 


"...a  sense  sublime  of  something  for 
more  deeply  interfused..." 

— WOBDSWOKTH 


SCOTLAND:    y/j/fz/r/j-r-ff/ir/  o/  ^f'A  j'f/Arj-f 


"The  rank  is  but  the   guinea's  stamp,  "The  battled  towers,  the  donjun  keep 

The  man's  the  gowd  for  a'  that."  ...the  flanking  woMs..." 

— Bltlns  —Scott 

These  new   16   mm.   sound-motion  f  or  o  complete  catalog,  or  informolion 

.    .                            1    ^ ,  ..„„l  :„  l..„„,k  on  Purchase,  Preview,  Renfol,  write  to; 

pictures  are  each  one  reei  in  length. 

and  were  produced  in  collaboration  f^VimTlPt 

with  Dr. JohnJ.DeBoer,  University  V_^'^'"-  ' 


y 


INSTRUCTIONAL 
FILMS 


of  Illinois. 


CORONET    BLDG.   •   CHICAGO    1.    ILLINOIS 


NEW  PROJECTOR  LOG  BOOK  NOW  .\VAIL.\BLE! 


Here's  a  handy  little  log  book 
for  regular  listitig  of  class- 
room or  auditorium  showings. 
.Attaches  conxenientlv  to  pro- 
jector and  contains  a  pad  of 
record  forms  designed  to  log 
everx    tvpe    of    film    showing. 


E\er\  projector  should  be 
equipped  to  keep  records  for 
utilization  check.  Contains 
showing  suggestions  and  oil- 
ing record  form  on  re\erse 
side.  Only  10c  each  postpaid: 
discount  on  quantity  orders 
to  schools. 


AUDIO-VISLAL   PUBLICATION    HEADOIARTERS 
812  NORTH  DEARBORN  STREET  -  CHICAGO   10,  ILLINOIS 


-MARCH     •      1948 


33 


Audio  Teaching  At  Uh  Bew« 

SCHOOL  GUILD 
RECORDINGS 

Featuring  Audio-Guide,  the  built-in  teach- 
er's aid   that   gives   ])re  and   post-listening 
suggestions   to   both   teacher   and   students. 
The  only  recordings  made  ex- 
clusively   for   classroom    use. 
First  five  recordings  now  available : 

THE   OrTRAIiKOt'S  TOY 

Story  of  Alexander  Graham  Bell 

THE  BIRD  MAX 

John   James   Audubon 

DIVIDI.-VC  A  CO:VTIXE.XT 

Col.   George  Goelhals 

SPI.E-XDID  I,E(iE>'D 

Mark  Twain 
D<M'T4>H  ELIZAIIETH 

Elizabeth  Blackwell,  Ameriea's  first 
woman  doctor 

Each  transcription  is  lf>  inch.  a3-l  /3  RPM, 
double  faced.  Vinylite.  and  includes  a  15 
minute  program  and  the  recorded  guide  to 
successful   use  of  the  presentation. 

Available  singly  or  as  a  series.  For  more  in- 
formation, or  lo  secure  audition  records, 
write  to: 

TRAINING  AIDS,  INC. 

7414  Beverly  Blvd.       Los  Angeles  36,  Calif. 


NEW  MATERIALS   in   NEXT   ISSUE! 

Another  big  See  &  Hear  New  Materials  In\en- 
tory  is  already  in  type  and  growing  daily  as 
the  Editors  prepare  to  bring  you  the  Spring  issue 
of  this  important  feature  now  so  widely  popular 
among  our  nationwide  reader  family.  Watch  for 
It!  It's  anntlu'Y  niitstinidiiii^  ft'iitini'! 


PORTLAND  (ORE.)  A-V  CONFERENCE 
DRAWS  EDUCATORS  FROM   PACIFIC  N.W. 

♦  Concluding  a  three-day  program  of  lectures  and 
panels  on  classroom  use  of  motion  pictures,  the  Port- 
land (Oregon)  Audio-Visual  Conference  held  its  final 
session  February  14,  with  a  discussion  of  problems 
involved  in  educational  film  production  and  distribu- 
tion, led  by  \V.  G.  Gnaedingcr,  Bureau  of  Visual 
Instruction  chief,  Washington  State  College,  Paul  Cox, 
western  representative.  Encyclopaedia  Britannica  Films, 
and  Louis  Sinnnel.  president,  Sinnnel-Meservey  Inc. 

Teachers  and  school  administrators  attending  the 
conference  from  all  parts  of  the  Pacific  Northwest  had 
heard  Mr.  Sinnnel  address  an  earlier  session  on  Holly- 
wood as  a  source  of  classroom  pictures.  Other  key 
speakers  and  conference  leaders  included  Dr.  Peter 
Odegard,  president  of  Reed  College,  who  discussed 
wavs  in  which  films  could  be  used  to  de\elo[)  world 
understanding:  Dr.  Henry  Gmni.  president  of  Oregon 
College  of  Education,  who  spoke  of  the  obstacles  in 
the  wav  of  effective  school  use  of  motion  pictures;  and 
Mr.  James  Hamilton,  superintendent  of  the  Vanport 
(Ore.)  public  schools,  who  considered  the  limitations 
as  well  as  the  possibilities  of  the  motion  picture  in 
education. 

Previews  of  a  selection  of  the  most  recent  1948 
classroom  films  were  arranged  lor  \isiting  delegates, 
and  thev  were  later  given  the  oi^portunity  to  take 
sjjccialh  conducted  field  trips  to  local  art  and  pro- 
duction studios  and  to  the  audio-visual  education  de- 
partment  of   Portland's   School    District    No.    I. 

The  entire  program  and  s]jecial  featines  of  the 
uncling  were  arranged  b\  a  conference  connnittee  of 
teachers,  administrators,  and  dealers  in  the  Portland 
area  composed  of:  William  A.  Oliver,  principal.  High- 
land School:  )ulio  L.  Bortcjlazzo,  princijjal.  Ainsworth 
School:  Kingslex  Ircnholine.  principal.  \\'oodstock 
School:  .\nio  DeBernardis,  Portland  Super\isor  of  A-V 
Education:  Mabel  Hodges  (Vanport)  Coordinator  of 
\'isu;il  Ediicaiion:  and  Linwood  P.  Beacom,  president, 
Pacific    .Northwest  .\-V  Dealers. 


Educational  leaders  pom  all  parts  of  the  Fmiln   Xn)iliu'rst  <iiirnilr,l  the  recent  Portland  Cotifcrencr. 


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34 


SEE    AND    HEAR 


Creative  Activity  With 
the  Opaque  Projector: 

(CON  1  IM  b.l)        FROM        PAGE       23) 

picture  platform  to  move  and  center 
each  picture.    (See  figure  A) . 

This  strip  idea  is  usable  at  all 
grade  levels  and  in  all  subjects.  I 
h;i\e  used  these  strips  and  have  had 
children  make  titcm  in  \arious  grade 
and  sidjject  fields  from  the  first 
tlnoiigii  higli  school.  1  hev  are  ex- 
cellent tor  illustrated  indi%idual  or 
conmiittce  reports,  auditorium  pro- 
grams, biographies,  songs,  stories  and 
student  progress  records. 

.\DV.\NTAGt:S  OF  StRIP   MOUNTING 

Mounting  materials  on  s  u  c  h  a 
strip  is  advantageous. 

a)  It  sa\es  the  work  of  inseiting  and 
centering  each  pictiue  individually. 

b)  Materials  remain  in  order. 

( }  The  operator  of  the  machine  need 
not  finnble  to  get  the  next  pictine 
ready  while  explaining  or  listening 
to  an  explanation  of  the  one  being 
shown. 

d)  The  teacher  may  organize  the 
visual  material  to  fit  exactlv  his  cjr 
her  purpose.  Pictures,  graphs,  dia- 
grams and  articles  can  be  selected 
and  arranged  to  fit  the  luiit  beino 
taught  so  that  only  pertinent  things 
will  be  shown.  Seldom  does  a  pre- 
pared motion  picture  or  filmstrip  fit 
our  work  as  well  unless  we  adapt  our 
teaching  to  the  aid  rather  than  the 
aid  to  our  teaching. 

E.\siLY  Filed  in  the  Classroom 

e)  It  provides  locally  made  "units" 
which  are  easily  filed  right  in  the 
classrooin.  With  cooperati\e  effort  b\ 
teacher  and  pupils,  it  is  an  eas\  mat- 
ter to  accumulate  a  satisfactorv  pic- 
ture library  for  use  with  the  opat|uc 
projector.  Here  is  a  chance  for  child 
activitv. 

/)  It  makes  it  possible  to  use  current 
material.  It  is  easy  to  make  new  strips 
or  to  bring  already  prepared  oiies 
up  to  date  by  cutting  out  old  or  un- 
desired  pictures  and  replacing  them 
with  newer  ones. 

g)  Last— the  opacpie  strip  ])iT)\ides 
unlimited  possibilities  for  child  ac- 
ti\ity  and  the  exercising  of  child 
initiati\e.  The  children  realh  enjo\ 
making  these  strips  and  are  eager  to 
see  theirs  on  the  screen. 

Here  is  a  technicjue  for  stinudat- 
ing  and  luilizing  child  interest,  initi- 
ative and  acti\ii\  \vith  the  opacjue 
projector. 


the  easiest  to  use  projector  ever ! 


will  not  tear  film 

•  easy  to  thread 

•  easy  to  frame 

•  easy  to  clean 

•  instant   S-second 
threading 

•  from  strip   film   to 


slides  and  back 


2"  wide  angle  lent  shows 
12"  to   10   foot   imagesl 


long-throw    projector! 


ACTUALLY   2    PROJECTORS    IN    1 

Your  complete,  easy-to-carry,  easy-to-use  combi- 
nation slide  and  strip  film  projection  outfit!  You 
get  bright,  clear  pictures— even  in  daylight!  Opti- 
cally perfect,  exclusive  ospheric  condenser  system! 
Tests  prove  Viewlex  150  Watt  Projector  gives 
greater  screen  brilliance  than  other  300  watt  pro- 
jectors! From  every  angle  — for  all  your  require- 
ments, the  Viewlex  AP-IC  is  the  finest  projector 
value  obtainable 

Write    for    complete    information!    Dept.     SH3 


%^^^ 


35-01    Queens   Boulevard,     Long   Island  City  1,  N.  Y. 


Going  Along  Together: 

(CONTINIED       FROM       P.\GE       24) 

scribed  in  the  book  and  its  solution, 
a  mark  was  made  after  his  name  in 
the  proper  column.  This  helped  to 
determine  also  what  the  most  popu- 
lar books  were. 

The  tremendous  results  of  this 
radicj  program  can  hardly  be  enu- 
merated in  this  article,  but  it  was 
gratifving  to  note  the  interest  which 
the  pupils  evinced  tor  peoples  of 
other  cultures  than  their  own.  Their 
pattern  of  behavior  toward  one  an- 
other had  definitely  changed.  In 
many  of  their  book  reviews,  they  ac- 
cused themselves  of  their  inconsid- 
eration  of  others  because  of  not  un- 
deisiandiiig  :ind  knowing  the  other 
person. 

This  broadcast  created  among  the 
pupils  a  taste  for  reading  aboui  the 
nudtiple  elements  that  comprise  our 
nation,  through  the  magic  of  books 
and  literature  and  the  radio! 


Films  That  Speed  Reading: 

(continued  from  page  30) 
thenL  Fortunately  the  noveltv  and 
appeal  of  this  \isual-aid  approach 
has  achieved  an  excellent  response 
without  any  concern  with  credits  or 
recjuired  attendance. 

.\  group  of  58  students,  quite  de- 
ficient in  reading  ability  (below  the 
12th  percentile  in  the  Xelson-Dennv 
test) ,  were  tested  at  the  beginning  of 
the  quarter  and  again  at  the  end. 
Those  seeing  onh  the  one  demon- 
stration showing  or  no  more  than 
three  of  the  films  made  an  average 
gain  of  22  percentile  ranks.  Those 
seeing  six  or  more  of  the  films  made 
an  average  gain  of  31  percentile 
ranks. 

What  evidence  we  have  on  the 
seventy  some  students  who  have 
made  use  of  the  laboratory  indicates 
that  this  aj)proach  develops  a  strong 
iiiieresi  ;i  m  o  n  g  the  students  and 
brings  about  real  achievement. 


MARCH 


194  8 


35 


EASTERN  STATES 


.     CONNECTICUT     • 

Audio-Video  C  o  in  p  a  n  v  ot  New- 
England,   110   Wall   Si.,'  Nonvalk. 

Audio-Visual  Corp.,  53  All\n  St.. 
Hartford. 

Bridges  Motion  Picture  Service, 
244  High  St..  Hartford  5. 

Pix  Film  Service,  34  E.  Piitnaiii 
.Ave..  Greenwich. 

Eastern  Film  Libraries,  9.")  N.  Mam 
St..  WaterlMirv   14. 

.   DISTRICT  OF  COLUMBIA   • 

Jam    Handy    Organization,    Inc., 

Tran.sportation  lUdg..  Washing- 
ton 6. 

Paul  L.  Brand  &  Son,  21. ")3  R  St.. 
Washington   7. 

The  Film  Center,  91">  12ih  St. 
N.W..  Wasliiiigton. 

•     MAINE     • 

D.  K.  Hammeti,  Inc.,  ()2n  Congress 
St.,  Portland  3. 

.     MARYLAND     • 

Folkemer  Photo  Service,  927  Pop- 
lar Gro\e,  Ualtinioie   10. 

Kunz  Motion  Picture  Service,  432 
N.   Calvert   St.,   Baltimore   2. 

Stark  Films,  537  N.  Howard  St., 
Baltimore   1. 

Robert  L.  Davis,  P.  O.  Box  572. 
Cumberland. 

Howard  E.  Thompson,  Box  204. 
Mt.  Airy. 

.     MASSACHUSETTS     • 

Audio-Visual  Corp.,  IKi  Ne«l)iiiy 
St..  Boston   IG. 

Ideal  Pictures,  40  Melrose  St..  Bos- 
ton  16. 

JarrellAsh  Company,  l(i5  Newburv 
St..  Boston  It). 

South  End  Film  Library,  5(i  X'allonia 
I  er..   Fall    Riser. 

Massachu.setts  Motion  Picture  Serv- 
ice, 132  Central  .\\e..  Lynn. 

Stanley-Winthrops,  Inc.,  90  Wash 
ington  St..  Quincv  (i'.l. 

Bailey  Film  Service,  711  Main  St.. 
Worcester  8. 

.     NEW     HAMPSHIRE     • 

A.  H.  Rice  and  Company,  7.~<  W. 
Central  St.,  Manchester. 

.     NEW   JERSEY     • 

Art    Zeiller,     155     Washington    St.. 

Newark  2. 
Slidecraft  Co.,  South  Orange.  N.  j. 

•     NEW   YORK     • 

Wilber  Visual  Service,  119  State  St., 
.Mhany.  (Also  New  Berlin.  N.\.) 

Buchan  Pictures,  79  -X  1  1  e  n  St.. 
BulTalo. 

Community  Movie  Circuit  of  West- 
ern New  York,  1285  Bailey  .Ave., 
Bulfalo  6. 

Charles  J.  Giegerich,  42  20  Kisscna 
Blvd..  Flushing. 


Association  Films,  (Y.M.C.A.  Mo- 
tion Picture  Bureau)  347  Madi- 
son   .\\e.,    .New     >ork    17. 

Brandon  Films,  Inc.,  IGOO  Broad- 
was.  New  ^'ork   19. 

Catholic  Movies,  220  W.  42nd  St., 
NcAv   \'ork. 

Comprehensive  Service  Co.,  245  W. 
55th  St..  New  ^ork  19. 

Craviford  &  Immig,  Inc.,  2G5  A\ . 
Mth  St..  New   \ork  Citv   11. 

Institutional  Cinema  Service,  Inc., 
151)0  Broadway.  New  York  19. 

Otto  Marbach,  ()30  9th  .Ave.,  New 
^ork. 

Mogul  Bros.,  Inc.,  G8  W.  48th  St.. 
.New  \ork  Citv. 

Nu-Art  Films,  Inc.,  145  W.  45th  St., 
New  \ork  19. 

S.  O.  S.  Cinema  Supply  Corp.,  419 
W.  42nd  St..  New  York   18. 

Specialized  Sound  Products  Co.,  551 
Pifth   Ave..  New  York  17. 

United  Specialists,  Inc.,   Pawling. 

The  Jam  Handy  Organization,  Inc., 
1775   Broadwav,   New   ^'ork. 

Duncan,  James  E.,  Inc.  Motion  Pic- 
ture Service,  G5  Monroe  .Ave., 
Rochester  7. 

Morris  Distributing  Co.,  Inc.,  412 
S.  Clinton  St..  Syracuse  2. 

Visual   Sciences,  599BS  SufFern. 

Bertram  Willoughby  Pictures,  Inc., 
Suite  GOU.  1600  Broadwav,  New- 
York. 

.      PENNSYLVANIA      • 

J.    P.    Lilley   &   Son,   277    Boas   St.. 

Haiiislung. 
Harry  M.  Reed,  P.  O.  Box  No.  447. 

Lancaster. 
Kunz  Motion  Picture  Service,   1319 

\  ine    St..    Philadelphia    7.     1905 

Sanderson    Ave.,   Scranton   9. 
Lippincott  Pictures,  Inc.,  4729  Lud 

low  St..  Philadelphia  39. 
News  Reel  Laboratory,  1733  Sansoni 

St..   Philadelphia  3. 
Jam  Handy  Organization,  Inc.,  917 

Liberty  .Ave..  Pittsburgh  22. 
Karel     Sound     Film     Library,     410 

Ihird    Ave..  Pittsburgh   19. 
Clem    Williams   Films,   311    Market 

Stieei.   Pitisl>urgh  22. 
kunz  Motion   Picture  Service,   1905 

Sanderson     .Ave..    Scranton. 
L.   C.   Vath,  Visual  Education  Suj)- 

plies,  Sharpsville. 

•  RHODE   ISLAND     • 

Audio-Visual  Corp.,  268  Westmin- 
ster St..   Providence. 

Ignited  Camera  Exchange,  Inc.,  607 
Westminster  St..  Providence  3. 

Westcott,  Slade  &  Balcom  Co.,  95 
99   Empire   St.,   Providence   3. 

•  WEST  VIRGINIA     • 

J.  G.  Haley,  P.  O.  Box  703.  Charles- 
ton 23. 

United  Specialties,  816  W.  A'iiginia 
St..  Charleston  2. 

Apex  Theatre  Service  &  Supply, 
I'honc  21043.  Box  1389.  Hunting- 
ton. 


SOUTHERN  STATES 


.      ALABA.MA      • 

^Vilfred    Naylor,    1907    Fifth    Ave., 

No..  Birmingham  1. 
Stevens  Pictures,  Inc.,  526  20th  St.. 

\MC.A    Bklg..   Birmingham. 
Jos.    Gardberg,    705     Dauphin    St.. 

Mobile  16. 
John   R.   Moffitt  Co.,   1 91/2  S.  Perry 

St..  .Montgomery. 

•  FLORIDA      . 

Florida    School    Book    Depository, 

700  E.  Inion  St.,  P.  O.  Box  3(5, 
Station  G.  Jacksonville  7. 

Norman  Lal)oratories  &  Studio,  .Ar- 
lington  Suburb,  Jacksonville. 

Oiben  Pictures,  1137  Miramar  .Ave.. 
Jackson\ile  7. 

Ideal  Pictures  Co.,  1348  N.  Miami 
Ave..  Miami  36. 

Bow  stead's  Camera  Shop,  1039  N. 
Orange  .Ave..  Orlando. 

.Southern  Photo  and  News,  608  E. 
LaFayettc  St..  Tampa. 

•  GEORGIA     . 

Calhoun    Company,     101     .Marietta 

St..  Atlanta  3. 
Ideal    Pictures    Corp.    of    Georgia, 

52    Aiilnirn    Ave..   N.   F...   .Atlanta. 
Stevens   Pictures,   Inc.,    101    Walton 

St..  N.  W.,  Atlanta  3. 

•  KENTUCKY     • 

D.  T.  Davis  Co.,  178  Walnut  St.. 
Lexington    34.    (Also    Louisville.) 

Hadden  16mm  Film  &.-  Projection 
Service,  423  W.  Liberty,  Louis- 
ville 2. 

Ideal  Pictures,  423  W.  Libeity  St.. 
l.ouis\illc   2. 

National  Film  Service,  423  AV. 
Bicckcnridge,  Louisville.  (.Also 
Lexington) 

•  LOUISIANA     . 

Stanley  Projection  Company,  211' i 

Murray  St..    Alexandria. 
Jasper  Ewing  &  Sons,  725   Povdras 

St..  New  Orleans  12. 
Southern    Pictures    Company,    1024 

Bienville   St.,   New-   Orleans. 
Stirling   Movie   &    Photo   Co.,    1052 

Florida   Street,    Baton    Rouge   85, 

la. 
Ideal  Pictures  Co.,  826  Barrone  St.. 

New  Orleans  13. 

•  MISSISSIPPI     . 

Herschel     Smith     Company,     119 

Roach  St..  Jackson   110. 
Jasper  Ewing  &  Sons,  227   S.   State 
St  .  Jackson  2. 

•      NORTH   CAROLINA      . 

Carolina  Industrial  Films,  404  Lib- 
eitv   Life   BUlg.,  Charlotte  2. 

National  Film  Service,  14-20  Glen- 
wood  .Ave..  Raleigh. 

.      SOUTH    CAROLINA      • 

Calhoun   Company,    lllOVi     I  avlor 

St.,  Columbia  6. 
Palmetto  Pictures,  Inc.,  190912  Main 

Si  .  CxiluTiibia    17. 


•  TENNESSEE     • 

Sam    Orleans   and    Associates,    Inc 

211    W.  Cumberland    Ave..  Knox 

ville  15. 
Frank    L.    Rouser   Co.,    Inc.,    P.   0 

Box  2107.  Knoxville  II. 
Tennessee  Visual  Education  Service 

P.    O.    Box    361.    Journal    Bldg, 

Knoxville. 
Ideal  Pictures  Corp.,  18  S.  3rd  St. 

.Memphis  3. 
Mid-South    Training    Film    Service 

l()6  Moinoe   Ave..  Memphis  3. 
Southern   Visual   Films,   687   Shrini 

Bldg..  Memphis. 
Tennessee  Visual  Education  Service 

Maxwell     House    Office     Bldg. 

.Nashville. 

.      VIRGINIA     • 

Capitol    Film    &    Radio    Co.,    Inc. 

19  \\.  Main  St..  Richmond  20. 

Walker  C.  Cottrell,  Jr.,  40810  E 
Main  St..   Richmond   19. 

Ideal  Pictures,  219  E.  Main  St, 
Riduiiond    19. 

National  Film  Service,  309  E.  Main 
St..   Richmond. 

Presbyterian  Committee  of  Publi- 
cation, 8  N.  Sixth  St..  Richmond 
9. 

MIDWESTERN    ST.\TES 

•  ARKANSAS     •  , 
Democrat  Printing  and  Lithograph-l| 

ing  Co.,  little  Rock. 

Grinmi-Blacklock  Co.,  719  Main  St.,' 

Little  Rock.  1 

.     ILLINOIS     . 

American     Film     Registry,     28     E. 

Jackson.   Chicago   4,    Har.    2691. 
Father  Hubbard  Educational  Films, 

628  W.  Lake  St.,  Chicago  6. 
Ideal  Pictures  Corp.,  28  E.  8th  St., 

Chicago  5. 
Industrial   Cinema  Service,   107   W. 

Wackcr   Drive.   Chicago    I. 
Jam  Handy  Organization,  Inc.,  230 

N.   .Michigan  .Ave..  Chicago  1. 
.McHenry    Films,   537    S.    Dearborn, 

Chicago  5. 
.Midwest     Visual     Equipment     Co., 

6961    N.  Clark   St.,  Chicago  26. 
Association  Films  (Y.M.C.A.  Motion 

Picture    Bureau)    19    S.    La    Salle 

St.,  Chicago  3. 
Visual    Research    Company,    30    N- 

Dearborn  St.,  Chicago  2. 

•     INDIANA     . 

Ideal    Pictures,    1214    Pennsylvania 

St.,   Indianapolis  2. 
Indiana   Visual   Aids  Co.,   Inc.,  726 

N.  Illinois  St..  Indianapolis  6. 
Burke's    Motion    Picture    Co.,    4,°4 

Lincoln  Way  West,  South  Bend  5. 

•     lOW.A     . 
Pratt  Sound  Film  Service,  805  Third 

Ave..  S.E.    Cedar  Rapids. 
Ryan    Visual    Aids    Service,    409-11 

Harrison  St..  Davenport. 
General    Pictures    Productions,    621 

Sixth  .\ye..  Dcs  Moines  9. 

.      KANSAS-MISSOURI     • 

.Audio  Visual  .Aids,  Broadview  Hotel 

lildg.,  Wichita,  Kas. 


USE  THIS  DIRECTORY  TO  LOCATE  THE  BEST   IN   EQUIPMENT,  FILMS  AND  A-V  SERVICE 


36 


SEE    AND    H  E  .\  R 


•      A  NATIONAL  DIRECTORY  OF  VISUAL  EDUCATION   DEALERS     • 


Kansas  Gtr  Sound  Service  Co.  Ideal 
,  Pictures,  1402  Locust  St..  Kansas 
,     Cil^  6.  Mo. 

Sdect  Motion  Pictures,  181S  Wyan. 
I     done  St..    Kan-js  City   8.  Mo. 
EiVer  Bros.  Optical  Co.,  610  01i»e 

Si  .  St.  Louis  1. 
Swank     Motion     Pictures,     614     N. 

Skinker  Bhd..  St.  Louis  5. 
Pictosoimd    Movie    Service,    4  0  10 

L.ndell  Bhd..  Si.  Louis  8. 

j  .      MICHIGAN     . 

Cosmopolitan  Films,  3248  Gratioi 
I     .\\e..  L>etroit  7. 

.  Engleman  Visual  Education  Senice. 
-;7j4-y>  Wooduard  .A\e..  Detroit  1 

jam  H  a  n  d  V  Oi^anixation,  Inc„ 
2-:.'I    E.  Grand  Bl\d..  Detroit   II. 

Capital    Film    Service,    224    .\bboil 
i     Rt^ad.  East   Lansing.  Michigan. 
'jensen-^Vheeler,  Inc^  Hotel  Durant 
I     Building.  Flint  I. 

Lode  Film  library,  120  \\  .  Lovell 
I     M  .  Kalamazoo  >. 

Gillespie  Visual  Education  Sertice, 
22  State  St..  St.  Joseph. 

.      >nN\ESOTA     . 

.Museum  of    Visual    Materials,   Ken- 

\on. 
ildeal    Pictures,    Jul     \\ .    Lake    St.. 
1      Minneapolis  ^. 

.Midwest  .Aoflio- Visual  Companr, 
15<M  Hennepin  .\ve..  Minneap- 
olis 3. 

National  Camera  Exchange,  n5  S. 
Si\th  St..  New  Fanners  Mechan- 
ics Bank  Bl(%..  Minneapolis  2. 

•      NEBRASK.4     • 

Cliurch  Film  Service,  2595  Mander- 
son  St..  Omaha   1 1 . 

•     OHIO     . 
LocLard    \  isual    Education    Service. 
9-^  Roslvn  Ave..  Akron  2. 

D.  T.  DavU  Co.,  91 1  .Main  St..  Cin 
cinnati  2. 

Ralph  V.  Haile  i-  .Associates,  Wal- 

iiiit   St..   Cincinnati. 
Manse  Film    Library,   2514   Q  if  ton 

Ave-.  Cincinnati   19. 
.Academy    Film    Service    Inc.,    2300 

I'avne  .Ave..  Cleveland  14. 
Fnan    Film    Service,    322S    Euclid 

Ave..  Cleveland   15. 
Sunrav  Films,  Inc^  2108  Pavne  .Ave.. 
I      Cleveland   14. 
jjam  Handy  Organization,  Inc^  310 

lallx>tt    Building.  Davton  2. 
|Tvrv-man    Fdms.    Inc.,    29    Central 
'.       Ave..  Davton   1. 
James  B.  L'pp  Motion  Picture  Setv- 
1      ice.  T.Vi  Brtadvvav.  Lorain. 
Martin   Sound   Svstems,   50  Charles 

\vc..   .s.   E.    Massillon. 
Cousino    Aisual    Education    Service, 
I      Inc_   1221    Madison  Ave..    Foledo 
|Grt»s  Photo  Mart,  Inc^  524   Madi- 
I      still.  T  oledo  4. 

E.  L.  Mover.  P.  O.  Bo\  236.  Wavne. 
Thompson  Radio  and  Camera  Sup- 

I     plies,  135  S.  6th  St.,  Zanesville. 


.     WISCONSIN     • 
Filmstrip  Distributors,  2550  l"niver- 

sitv   Avenue.  Madi.son  5.  Wise. 
R.  H.  Flath  Company.  2410  N.  3d 

St..  Milwaukee  12. 
Pholoart   Visual   Service,    844   N. 

I'lankinton   Ave..  Milvvaukee  3. 
Gallagher  Film  Service,  Green  Bav. 

Alsti  639  N.  Tth  St..  Milvvaukee  3. 
Wisconsin    Soiuid    Equipment    Co., 

Inc„  62^  W.  North  .Ave..  Milvvau- 

ktf  12. 


WESTERN    ST.\TES 


•      CALIFORNIA      . 

.Audio-Pictorial   Service   Co..  261    E. 

Coloiado.    Pasadena. 
Donald    J.    Clausonthue,    1--29    N. 

Craia    Ave..  Ahadena. 
Dcnald  Reed  Motion  Picture  Serv- 
ice, >737   Wilsliiie  Blvd..  Beverlv 

Hills. 
Camera  Craft,  6764  Lexington  .Ave.. 

Hollvwood  38. 
Coast    Visual    Education    Co.,    605S 

Sunset   Blvd..   Hollv^vood  28. 
Hollywood  Camera  Exchange,  1600 

N.    Cahuenga    Blvd„    HoUvvvood 

28. 
Craig  Visual  .Aid  Service  Co-,  1053 

S.  Olive  St..  Los    Angeles  15. 
Ideal    Pictures  Corp.,  24i:>8   W.   Tth 

St..  Los  .Angeles  5. 
Jam    H  a  n  d  T    Oiganization,    Inc., 

7056    HoUvivood    Blvd.,    Los    .An 

geles  28. 
Ralke  Company,  829  S.  Flower  St., 

Los    Angeles  14. 
Screen  .Adettes,  Inc.  8479   Melrose 

Ave..  Los    Angeles  46. 
CarroU  W.  Rice  Co.,  424 -40th  St., 

Oakland  9. 
.Association  Films  (Y.M.C-A.  Motion 
Picture  Biu'eaui.  351   Turk  St..  San 

Francisco  2. 
Craig  Visual   .Aid   Service    Co.,    149 

New   Montgomerv    St..  San   Fran- 
cisco 5. 


Hirsch  i  Kaye,  239  Grant  .Ave.. 
San  Francisco  8. 

Screen  .Adettes,  Inc.,  Sixty-Eighi 
Post  BIdg..  68  Post  St..  Sail  Fran- 
cisco 4. 

C.  R.  Skinner  Manufacturing  Co., 
292  294  Turk  St..  San  Francisco  2. 

Shadow  .Arts  Studio,  W  ickenden 
Bldg..  P.  O.  Box  471,  San  Luis 
Obispo. 

•     COLORADO     • 
Ideal    Pictures  Corp.,   714    18th   St., 

Denver  2. 
Home   Movie   Sales   .Agency,  28   E. 

Ninth  .Ave..  Denver  3. 

.      IDAHO     • 

Howard  P.  Evans.  Audio-Visual 
Equipment,  305   N.  9th.   Boise. 

Williams  Photo  Service,  1007  Main 
St..  Boise. 

•  OKLAHOMA     • 

Vaseco.     2301      Classen.     Oklahoma 

Citv  6. 
H.    6.    Davis,    522    N.    Broadw^v. 

Oklahoma  City  2. 
Kiikpatrick,    Inc.,    1634    S.    Boston 

.Ave..  Tulsa  5. 

•     OREGON      . 

Cine-Craft  Co.,  1111  S.  \\ .  Stark  St., 
Portland  5. 

Ideal  Pictures  Corp.,  915  S.  W.  lOth 
Ave..  Portland  5. 

Moore"s  Mo  t  i  o  n  Picture  Service, 
305-310  S.  W.  Ninth  Ave..  Port- 
land 5. 

Screen  Adettes,  Inc.,  611  N.  Tilla- 
mook St..  Portland  12. 

•     TEX.AS     • 

-Association  Films  (V.M.C-.A.  Motion 

Picture    Bureau*,    1700    Paierson 

Ave..  Dallas  1. 
.Audio  Video  Institute,  1501    Young 

St..  Dallas. 
The    Educational    Equipment    Co., 

David  F.  Parker.  1909  Commerce 

St..  Dallas  1. 
Geoige    H.    Mitchell    Co..    712    N. 
Haskell.  Dallas  1. 


Ideal  Pictures,  Inc,  2024  Main  St., 
Dallas    1. 

Visual  Education,  Inc.,  12th  at  La- 
mar. Austin:  .Also.  201  N.  Field 
St..  Dallas:  1012  Jennings  .Ave.. 
Ft.  Worth:  3905  S.  Main  St., 
Houston  4. 

.     ITAH     . 
Deseret    Book   Company,  44   E.  So. 

Fcmple   St..    Salt    Lake    Citv    10., 
Ideal     Piaures,     =rl0     Post     Office 

Place.  Salt  Ijke  Citv  1. 

•     WASHINGTON      • 
Craig  Visual  .Aid  Service  Co^   1106 

F..  Lnion  St..  Seattle  22. 
Rarig     Motion     Picture     Co.,    5514 

I'nivcrsitv    Wav.  Seattle  5. 
Rarig     Motion     Picture     Co.,     East 

151 1    Third  .Ave..  Spokane. 

.     HAWAII     • 
Ideal  Pictures.  1370  S.  Berelania  St., 

Honolulu.    I .  H. 
Motion   Picture   Enterprises,   121    S. 

Berelania    Htmolulu     T      H 

CANAD.\ 


General   Films  Limited  , 

Head  Office: 
1534     Thirteenth     .Ave.,     Regina, 

Sask. 
Branches: 

I0fe2  Ui2nd  St..  Edmonton,  .Alu. 
1396  St.  Catherine  St.  West,  Mon- 
treal. 

212    Luiz    St..    Moncton.    New- 
Brunswick. 
Branch.  175  Water  St.,  St.  Johns. 

Nevv^oundland. 
156  King  St..  West.  Toronto.  Ont. 
535    W.   Georgia   St..   \"ancouver. 

B.  C. 
810    Confederation    Life    Bldg., 

Winnipeg.  Man. 
Arrow  Filins  Limited,  1115  Bay  St., 

Toronto  5.  Ontario. 
.Also:   1540  Siardey  St..  Montreal, 

Quebec. 
Radio-Cinema,    501 1    A'erdiin    .Ave.. 

Montreal.   Oueljec. 


Consult  The?e  .\iidio-Vi?ual  Speciali«i«  for  Your  School  Needs  I 

VISU.AL   EDUCATION    DE.\LERS   LISTED    IN    THESE    P.XGES 
ARE  .\  DEPEND.\BLE  SOURCE  OF  FILMS  .\.ND  EQUIP.MENT 


Nearlv  all  of  the  audio-visual  materials 
reviewed  in  the  pages  o£  See  S:  He.ar 
and  the  latest  5nd  best  in  the  recog- 
nized lines  of  nationally-advertised 
projection  equipment,  screens  and  ac- 
cessories are  available  in  local  commiin- 


ers  listed  in  these  directory   pages. 

Consult  your  specializing  audio-vis- 
ual dealer  for  upto-the-minute  in- 
formation on  new  16mm  sound 
motion  pictures,  sound  or  silent 
filmstrips.  recordings  and  other  class- 
room   tools.     You'll    find    their    prices 


itv  or  regional  areas  from  one  of  the 

dependable  audio-visual  education  deal-      fair     and     their    serv  ice    outstanding. 

Dealers:  for  listings  in  these  pages  write  for 

information  and  reference  form  to  SEE  k  HEAR 

812   NORTH   DE.A.RBORN   STREET        •        CHIC.\GO    10,    ILLINOIS 


USE  THIS  DIRECTORY  TO  LOCATE  THE  BEST   IN   EQUIPMENT.   FILMS   .\ND   .\-V  SERVICE 


M   \  R  C  H     •     19  4  8 


37 


PERSONALITIES   AND   EVENTS    IN    THE    MONTHS    NEWS 


Lensed  at  the  recent  International  Film  Foundation  Previews  at  the 
Museinn  of  Modern  Art  iti  Xew  York  City  last  month  luere  (left  to  right 
ahox'f)  Mr.  Edu'tird  E.  Watts,  Jr.,  president  of  the  Foundation,  Miss  Rila 
Hochheimer.  m  ( harge  of  j'isual  education  for  the  New  York  City  Pul>ti( 
Schools,  and  Mr.  Julian  H.  Bryan,  Executive  Director,  International  Film 
Foundation.  Occasion  xoas  the  second  annix'ersary  of  the  estuhlnlnneut  of 
the  Foundation.    (Exclusive  SEE  d-  HE.4R  staff  picture) 


RCA  Names  Raymond  Kroggel 
Head  of  Educational  Sales 

♦  Raymond  P.  Kroggel,  widely 
known  by  educators  throughout  the 
country,  has  been  appointed  sales 
manager  of  the  RCA  Victor  Division 
Educational  Sales  Department.  In 
making  the  appointment  Frank  M. 
Folsom,  RCA  Victor  executive  \ice- 
president  said  "the  appointment  of 
Mr.  Kroggel,  who  is  equally  familiar 
with  the  audio-visual  needs  of  educa- 
tional institutions  and  the  opera- 
tions of  educational  distributors  and 
dealers,  constitutes  an  integral  part 
of  RCA's  plan  for  continuously 
greater  service  to  the  educational 
field." 

Kroggel  joined  RCA  in  1943,  and 
has  since  served  as  educational  repre- 
sentative in  Chicago  and  regional 
educational  director  in  New  York. 
In  these  positions  his  consulting 
services  were  available  to  educators 
who  used  his  assistance  in  setting  up 
audio-visual  departments  in  b  o  t  li 
public  and  parochial  schools.  He 
also  assisted  in  seminars  on  radio 
and  audio-visual  education  at  Syra- 
cuse University,  Catholic  L'niversity, 
the  University  of  Pittsburgh,  New- 
York  University,  and  a  number  ol 
state  nniversiiies  and  icailicrs  col 
leges. 

TFC  Releases  Study  Guides 

♦  Released  in  tentative  form,  stuil\ 
guides  to  accompany  the  history  film 


series  Conquest,  The  House  of  Roth- 
ihild.  Mark  Anthony  of  Rome  and 
The  Crusades,  are  available  for  ex- 
perimental use  by  teachers  and  su- 
])er\isors  who  are  using  any  of  these 
films  during  the  second  semester  of 
the  1947-48  school  year.  After  ex- 
perimentation and  responses  from 
teachers  who  have  used  these  study 
guides,  plans  include  final  edition 
and  |)rinting  of  guides  which  will 
I  hen  be  distributed  as  accompanying 
study  materials  with  the  history  films. 
Interested  persons  should  address 
|()lin  E.  Braslin,  Educational  Con- 
suhant.  Teaching  Film  Custodians, 
Inc.,  25  W.  43rd  Street,  New  York  18, 
New  \ork. 

Raymond  P.  Kr()G(;i  l.  newly  ap- 
pointed head  of  RC.4  Edu( alionnl 
Sales.    (Story  in  (oluinn  at  lejl) 


Film  Projects  Is  Producing 
Filmstrips   on   Shakespeare 

♦  .After  a  vear's  survey  of  the  educa- 
tional film  field.  Film  Projects.  New 
^'ork.  is  producing  a  series  of  film- 
strips  on  Shakespeare  and  his  plays 
to  meet  the  demand  of  high  school 
and  college  instructors  for  visual  aids 
in  teaching  English  classics. 

I  nder  the  supervision  of  1'  a  u  1 
Benard,  formerly  with  Republic  Pic- 
imes.  the  first  part  of  the  series  is 
now  in  production  including  Shake- 
speare's England.  Shakespeare  the 
.Man.  Hamlet,  Macbeth,  The  i\[er- 
chant  of  Venice,  and  Julius  Caesar. 
When  released  for  distribution,  these 
and  additional  series  titles  will  be 
reviewed  in  these  columns. 

New  Sports  Film  Series 

♦  Extensi\e  film  piotliKlion  plans 
are  being  undertaken  by  the  Ath- 
letic Institute,  Inc.,  Chicago  athletic 
and  recreation  organization  now  ac- 
tive in  this  field. 


M.     S.     .\l,l  XANDl  K 

Atlanta   Schools   FM   Station 
Names  Alexander  to   Post 

♦  Millard  S.  Alexander  has  been  ap- 
pointed Chief  Engineer  for  Wabe, 
the  new  fm  radio  station  now  being 
installed  by  tlie  Department  of 
.\udio-\'isual  Education,  Atlanta 
(Georgia)  Public  Schools.  Alvin 
Gains,  assistant  director  of  the  de- 
partment will  serve  as  station  man- 
ager. 

Eminent!}  qualifieii  h)i  liis  new 
position,  Alexander  has  had  wide 
experience  both  as  an  audio-\isual 
specialist  and  as  a  radio  engineer. 
For  several  years  he  was  associated 
with  Educational  Research  Products, 
Inc.  (Erpi  to  old-timers  in  the  a-v 
field)  at  the  time  thev  were  first  ex- 
perimenting with  educational  sound 
motion  pictures.  He  later  became 
radio  engineer  for  station  Wpdv  in 
Atlanta,  and  remained  with  them 
uniil  his  recent  appoininicni  In  the 
School  Board. 


be  their  tireless  assisteant 


Large  classes,  crowded  buildings,  and  short- 
age of  teachers  have  all  combined  to  increase 
the  burdens  under  which  thousands  of  cap- 
able teachers  are  working. 

To  maintain  educational  standards,  these 
teachers  need  whatever  assistance  can  be 
readily  given  them — now!  And  thousands  of 
schools  have  proved  that  audio-visual  aids 
represent  just  such  assistance. 

\\Tien  you  act  to  meet  the  crisis  by  in- 
augurating or  expanding  an  audio-visual 
program,  remember  that  such  a  program 
can  reach  the  maximum  value  only  when 


the  finest  motion  pictiire  projectors  are  used. 

Before  you  buy.  get  the  full  story  about 
the  Bell  &  Howell  Filmosound  projector. 
Preferred  by  experienced  educators  for  j'ears, 
Filmosound  assures  professional  perfection 
in  picture  and  sound  reproduction  .  .  . 
simple,  mistake-proof  operation  .  .  .  endur- 
ing dependability  in  rigorous  school  service. 

Write  today  for  reasons  why  Filmosound 
is  the  wise  educator's  choice.  Bell  &  Howell 
Company,  7184  McCormick  Road,  Chicago 
45.  Branches  in  New  York,  Hollywood, 
Washington,  D.  C,  and  London. 


CURRICULUM 
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These  new  lighted  pictures  in  color  have 
been  prepared  under  the  supervision  of 
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range  of  subjects.  Kindergarten,  elementary 
and  high  school  teachers  can  find  help  in 
these  new  teaching  materials  to  present 
ideas  clearly  and  stimulate  interest. 


I 


THE    JAM    HANDY    ORGANIZATION,    2821    East    Grand    Blvd.    Delroil    11,    Michigan 
Please  enter  my  order  for  the  slidefilm; 

n  ENGLISH  PACKAGE  O  ElEMENTS  OF   ART 

1  0  slidefilms $59.50  8  slidefilms  S33.SO 

Individual  slidefilms 6.95  Individual  slidefilms  4.95 

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1  4  slidefilms     $50.00  ,     ...  tT*^^'  ,,,  ,^ 

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Combination  slidefilm  and  motion  picture        86.00     D  THE  NATURE  OF  DEMOCRACY 

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D  AMERICAN  FOLK  TALES  Individual  slidefilms 5.75 

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1  6  slidefilms  $59.50      T/teie  filmi  may  be  purchased  through  a  nDlhrtwids 

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Write  for  further  information  about  Curriculum  and  Jam  Handy  Films. 

DISTRIBUTED    BY 

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Plus  sales  tax  where  applicoble 


See  S  Hear 

INTERNATIONAL  JOURNAL  OF  AUDIO-VISUAL  EDUCATION 


mmmmi. 


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YOUTH  .  .  .  KEY  TO  THE  FUTURE 


DESIGNS    FOR  VISUAL    EDUCATION 


We  put  more  into  it..so  you  can  get  more  out  of  it 


sonnd  projector 


It  Null  ail  tonsidctiiii;  t-(|iiijiiiK-nl  loi  \oiii  ati- 
(lio'XiMial  |)rot(iam  -lure  air  a  lew  llu>iii;hls  to 
(imsidei:  \  Ibiiiin.  sound  piojcuoi  is  Milijrticd 
lo  the  heat  ol  the  piojedioii  laiii|),  loiiliuuuiis 
hijilispeed  iiiovenieiit  ol  the  uKeiiiiilteiit  me 
(hanisni,  and  every  action  ie(|iiii'es  s|)lit-second 
aieiirary.  It  must  deliver  steady,  llitkerless  pro- 
jection tuiitinuoiisly  and  quietly.  It  must  he  de- 
pendahle,  eas\  to  thread  and  operate.  It  mtist 
be  s;entle  lo  prei  ioiis  lilm  and  <asv  to  service. 

For  these  reasons— a  good  sound  projector  desiijii 
must  be  a  tested  design.  It  is  only  by  stiidvin;.; 
and  learning  Iroin  millions  of  perlormaiues  ini- 
der  all  conditions  that  a  truly  elhcient  sound 
prc»jector  is  de\elopecl.  Ampro  IGmni.  piojectois 
have  been  "put  thiough  the  mill"  In  this  couii 
try's  leading  school  s\steins,  universities  and  gov- 
ernment departments.  Into  each  .4inpro  projec- 
tor is  built  20  years  of  experience  that  assures 
better  performance  and  longer  service.  Ueloie 
<hoosing  \our  I6nnn.  somid  projector,  ask  \oui 
Ampio  ilealer  for  a  deinonstratioii  of  the  latest 
Anipro  "Preniier-2(r'.  Look  —  listen  —  reinembei 
Ampro's  record— and  then  decide! 


Send  for  FREE  Circular 

On  Ampio  "Piemier-l.'O"  giving  lidl 
specihcations  and  prices.  If  you  are 
interested  in  sound  motion  pictures 
send  KIc  lor  Iti-page  booklet,  "The 
Amazing  Story  of  Sound  Motion  Pit- 
lines."  It  dramatically  illustrates  the 
various  steps  in  the  recording  and 
leproducing  ol    sound  on   film. 

AMPRO   CORPORATION 
2835  N.  Western  Ave.,  Chicago   18,   III. 


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with  an  enviable 
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AHPROSLIDE    PROJECTOR 
MODEL  "30-D" 

for  filmstrips  and  2"  x 
2"  slides.  Offers  extra 
brilliant  illumination, 
split-second  inter- 
changeability  from 
slides  to  filmstrips  and 
back  —  simplified,  quick 
threading  for  filmstirps 
—  and  simpler  focusing 
operating   and   cleaning. 


AMPRO    CORPORATION  SH448 

2835    N.    Western   Ave..    Chicago    18,    Ill- 
Please    send    me    free    circular    giving    full 
details     about     the     Ampro     "Premier-20". 
I6mm.   Sound   Proiector, 
I    enclose    lOc    Z    for   a    copy    of   the   illu- 
strated   booklet,    "The    Amazing    Story    of 
Sound    Motion    Pictures." 
1   am  also  interested  in: 
Zj  Ampro    "Imperial"     16mm.    Silent    Pro- 
jector. 
Z  Amproslide    Projector    Model    "30-D" 

Name s. 

Address — 

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for  a  single  subject 

or  a  whole  program  . . . 

the  right  films  for  the  job  are 

ENCYCLOPAEDIA  BRITANNICA  FILMS 


Even'  EBFilm  is  a  self-contained  teaching 
unit  .  .  .  vet  everv  EBFilm  is  also  part  of  an  inte- 
grated serhs  of  films  teachers  can  use  at  progressing 
levels  iiithin  a  subject  area. 

Thus  EBFilms  bring  depth  as  well  as 
breadth  to  audio-visual  teaching.  For  example,  18 
EBFilms  cover  Phvsics  from  the  primary  cell 
through  ATO>nc  energy.  There  are  30  related  films 
on  general  science,  28  on  primary  social  studies  .  .  . 
on  the  average,  ten  authentic,  forceful,  absorbing 
teaching  films  on  each  of  more  than  fifr\'  diflferent 
subject  areas. 

This  is  one  reason  why  almost  everv 
school's  basic  film  library  is  composed  of  EBFilms. 
Because  EBFilms  are  core  curriculum  material  — 
produced  bv  educators  for  the  specific  use  of  educa- 
tors. And  because  EBFilms  help  teachers  do  the  job 
thev  have  to  do  the  wav  they  iia>it  to  do  it .  .  . 
eflfectivelv,  thoroughly,  lastingly. 


En 


B 


EB    SOUND    FILMS 

Sub/'ect  No.  of  Tif/es 

Physics 18 

Electricity |2 

Electronics 4 

Heat,  Energy  and  Work 9 

Aerona;jtics 5 

Chemistry 6 

General   Science    30 

Physical  Geography  (Geology) ,..  6 

Astronomy 4 

Earth  Sciences 12 

Harvard  Films 5 

Human   Biology 18 

Health  and  Hygiene 8 

Nature  Study— Elementary  Science 30 

Biology— Animal  Life    22 

Primary  Science    Nature  Study) 1^ 

Animal  Pets 5 

Insects 9 

Birds 4 

Animals  of  the  Form A 

Animal  Community 6 

Animal  Forms 9 

Biology— Plant  Life 9 

Plant  Physiology : 5 

Home  Gardening £ 

American  History 12 

Movements  of  American  History y. 5 

The  Americos   < Regions) IS 

World  s  People 13 

People  of   Lotin  America ,■ 5 

Regions  of  Latin  America j'. 4 

Regions  of  the  United  States 6 

Regions  of  Canada 4 

People  at  Work ., 8 

Form  Life  In  the  United  States 6 

Orientation  Geography 5 

General  Social  Studies 13 

Technology 13 

Transportation  and  Communication 4 

Community  Civics 12 

Problems  of  Democracy 1^ 

Primary   Language   Arts 19 

Primary  Social  Studies 28 

Children   of  Other   Lends 8 

Primary  Grades,  Community  Helpers 15 

Agriculture 12 

Home  Economics 10 

Arithmetic 3 

Arts  and  Crofts 10 

Industrial  Arts 7 

Music 5 

Trock  and  Field  Athletics 4 

Physicol  Education 15 

Teacher  Troining 8 

Child  Development 10 

Life  Begins  (six>reel  film) 1 


CYCLOPAEDIA    DRITANNICA    FILMS 


WILMETTE,  ILLINOIS 


INC. 


See  §  Hear 

INTERNATIONAL  JOURNAL  OF  AUDIO-VISUAL  EDUCATION 
CONTENTS    FOR    APRIL 


BOYS  &  GIRLS  WEEK 

■k  In  this  April  month  we  observe 
National  Boys  k  Girls  Week  (April 
24  to  May  I)  and  the  Editors  of  See 
&  Hear  de\ote  a  considerable  |K)r- 
tion  of  this  issue  to  the  theme  of 
elementary  school  learning  and 
audiovisual    materials. 

We  find  it  easier  to  talk  aboiu 
the  adult  interests  of  the  field  but 
we  are  sharply  reminded  (and  we 
remind  yoi))  that  the  largest  part  of 
our  school  population  lies  within 
the  primary  and  elementarv  grades. 


New    Filmstiips 10 

I  he  Elementary  School  Learning  En- 
vironment;   by   Helen    Heffenian    .  . .      13 

New     Materials:     Motion     Pictures.  ...      1.5 

I'rimary  Grade  .\udio-\isual  Materials: 
by  Elizabeth  Bloss  and  Alvin  B. 
Roberts     16 

The  Hare  and  the  Tortoise:  by  Ellen 
Millman    '. 18 

.SPECI.AL   FE.ATl  RE 

Facilities  for  a  Comitv  .\iidio-\  isual 
.Service:    by    Raymond    Denno 19 


23 


24 


26 


We  Go  to  the  Circus:  by  Esther  Benson 

.Audiovisual  Materials  and  the  Cali- 
fornia Primary  Level  Social  Studies 
Framework:    /?t   Lovelle    C.   Downing 

Teaching  Primary  Reading  With 
Sound  Motion  Film:  by  S.  G.  Mc- 
Cracken     

.\  Basic  16mm  Motion  Picture  Produc- 
tion Unit:  b\  \eal  Keehn  and  Leon- 
ard   Keck... 28 

The  Opaque  Projector  and  Beginning 
Reading:    b\    Gertrude    Schmahl....     30 

The  Monarch  Butterfly:  by  Cecil  E. 
}Vilkinsoti     32 


PUBLISHED  AT  812  N.  DEARBORN  STREET  -  CHICAGO  10,  ILL. 

by   Audio-Visual   Publications,   Inc. 
Earl  M.  Hale,  President  O.  H.  Coelln,  Jr.,  Publisher 

Walter  A.  Wittich,  Editor  John  Guy  Fowlkes,  Editor 

William  Ball,  Art  Director 


New  York  Office: 

501  West  113th  Street, 

Robert  Seymour,  Jr.,  Eastern  Mgr. 


Los  Angeles  Office: 

5606  Sunset  Boulevard, 
Edmund  Kerr,  Westerri  Mgr. 


Issue   8    of   Volume    3.    published    .\pril.    1948    at    812    N.    Dearborn    St..    Chicago    10  by    .\udJo- Visual 

Publications,    Inc.     Trade    Mark    Registered    U.    S.    Patent    Office.      Entire    Contents  Copyright     1948. 

International    Rights    Reserved.      .Application     for    second    class    matter     pending    at  the     Post    Office, 

Chicago.    Illinois.     B\    subscription    S:l.ll(l    per    school    year;    foreign    S4.00.     .Address  all    inquiries    to 
Office  of  Publication  at  Chicago,  Illinois. 


NOW   Every   Thinking   AMERICAN   Is   Interested 

In   ITALY 

During  the  next  several  weeks  the  e\es  of  the  entire  world  will  he 
focused  on  ITALY  .  .  .  and  every  thinking  .\merican  will  be  interested 
ill   background  information  on   this  country. 

Organizations  in  your  coninuinitv  will  be  anxious  to  formulate  pro- 
grams on  Italy.  What  an  oppuriunity  for  visual  education!  Are 
you  prepared  to  supply  effective  \isual  aids  for  these  programs? 

The  International  Film  Foundation  has  reccnth  produced  three 
JULIAN  BRYAN  DOGUMENT.XRIES  ON  ITALY:  H  ALY  RE 
BU1LD.S,  BREAD  AND  WINE,  and  ARTISANS  OF  FLORENCE. 
Used  singh'  or  collectively  these  three  films  can  serve  as  the  core  of 
an  excellent  discussion  program  on  modern  IT.ALY  and  its  problems. 

iVrite  for  descriptive  literature  on  these  find  our  other 
Jtdian  Bryan  Productions  notr  available. 

International  Film  Foundation 


1600  BR0.4DWAY 


NEW  YORK  19,  N.  Y. 


SEE    AND    HEAR 


need  Audio-feual  A 


pays  to  buy  RCA 


Ajs* 


...new  RCA  Classroom  Slide  Film  Projector-A  dual- 
purpose  projector  designed  for  35mm  hlm-strips  and  2"x  2" 
slides.  It's  priced  so  low  you  can  now  equip  every  classroom  w  ith 
its  own  projector.  The  quickest  and  easiest  projector  threading 
you  have  e%er  seen.  No  sprockets  to  thread  or  damage  film. 


L 


...new  RCA  Transcription  Player  for  the  Classroom  — A 

high  quality  portable  player  for  reproduction  of  either  standard 
phonograph  records  or  16-inch  transcriptions.  Two  separate  motors 
supply  positive,  constant  speed  to  turntable  — one  for  33',<3  rpm  and 
one  for  78  rpm.  Detachable  loudspeaker  provides  brilliant  repro- 
duction of  all  voices  and  musical  instruments. 


...the  new  RCA  Victrcia  Classroom  Phonograph— This 

RCA  classroom  phonograph  (Senior  Model  66-ED)  plays 
12-inch  or  10-inch  records.  Has  "Golden  Throat"  tone  system. 
"Silent  Sapphire"  pickup.  Separate  tone  controls  for  bass  and 
treble.  Blond  finish  walnut  cabinet  with  closed  back.  Hand 
holes  for  convenience  in  carrying. 

,-V  ViclToU  T.M.  Reg.  L.S.  Pal.  Of. 


.  .  .  RCA's  new  "400"  16mm  Projector  — A  lighter  weight, 
ALL-PURPOSE  projector  for  more  effective  teaching.  Amazingly 
easy  to  thread  and  operate.  Ideal  for  use  in  classroom  or  auditorium. 
Shows  films  at  their  best  in  brilliance  and  contrast— black-and-white 
or  full-color.  Sound  or  silent  operation. 


...RCA  Victor  Record  Library  for  Elementary  Schools 

A  basic  record  library  for  the  classroom.  Consists  of  3"'0  com- 
positions, 83  records,  in  21  albums.  Complete  teaching  sug- 
gestions for  each  record.  Covers  such  activities  as  Rhythms, 
Singing,  Listening,  Rhythm  Bands,  Singing  Games,  and 
other  topics.  Priced  within  the  budget  of  e\ery  school. 


For  descriptive  literature  write:  Educational  Sales  Dept.    82D    RCA,  Camden,   N.  J. 

RADIO  CORPORATION  of  AMERICA 

EDUCATIONAL   SALES   DERARTMEMT,  CAMDEM,  M.J. 


APRIL     •     1948 


MODEL  AAA 


PROOF 

of  SUPERIORITY! 


*  SCHOOLS 


•k  CHURCHES 

*  INDUSTRIES 


•  In  the  three  fields  where  qiiolity  of 
projection  is  best  understood  .  .  .  and  most 
essential  .  .  .  the  overwhelming:  preference 
is  for  S.V.E.  projectors.  Over  91%  of  all 
still  projectors  in  the  nation's  schools, 
churches,  and  industrial  firms  are  S.V.E. 
projectors.  This  is  convincing  proof  .  .  . 
from  the  experts  .  .  .  of  S.V.E.  superiority. 


^^. 


,f,tkal^J^"'  '"^'^  ^-^W//.„.  f/.. 


*  i<i  no  o. 


The  World's 
Most  Popular  Projector 


g'.'V-^- 


The  iiuist  popular  of  all  slill  pro,ipct()rs  is  the 
S.V.E.  Model  AAA.  This  Tri-Purpose  projector 
shows  all  three:  2"  x  2"  slides,  sinple-frame.  and 
duuhlp-frame  lilmstrips.  5"  focal  length  coated 
Anastigniat  projection  {F::i.5)  lens.  300  watts. 
Easy  chanye-over  from  lilmstrips  to  2"  x  2''  slides 
and  vice  versa.  Equipped  with  new  EZ  lilni 
threading   clasp.    Leallierette   case. 

Oilier  S.\  .E.  models  for  any  2"  x  2" 
slide  or  ;i,)nim.  (iliuslrip  requirement. 


Wnle  loday  for  FREE  catalog  of  S.V.E.  projectors  and 
projection  accessories.  Also  osk  for  ciildioif.s^  of  edneaiiimnl 
or  relujioHs  S.V.E.  :'"  x  1*"  slides  atid  jitmdrips. 


SOCIETY  FOR  VISUAL  EDUCATION,  INC. 


100  East  Ohio.  Street 
Chicago  11^  Mlinois 


Address  Depl.  E-lyl 


NEW    F  I  L  M  S  T  R  I  P  S 

ARTS  &  LITERATURE 

American  Folk  Tales,  (10  lilmstrips) 
Color.  $3.95  ea.,  S33.50  set.  Cur- 
riculum Films.  Inc..  Jam  Haiidv  Or- 
yaiii/ation,  2821  E.  Grand  Bl\d., 
Detroit   II.  Michigan. 

Prim.,  /',';^i;..  Rending.  Soc.  Studies. 

•  Ten  delightful  tales  in  full  color 
from  the  rich  heritage  of  the  various 
cultures  and  regional  groups  that 
iulped  to  build  .\mcrica:  for  supple- 
mentary reading  in  primary  grades. 
Titles:  (1)  The  Rabbit  ]Vho  Wanted 
Red  Wings,  (2)  Br'er  Rabbit  and 
the  Tar  Baby,  (3)  .Shingebiss,  the 
Little  Brown  Duck,  (4)  The  Theft 
of  Fire,  (5)   The  Gift  of  St.  Nicholas, 

(6)  The  Wild  White  Horse,  (7) 
Stormalong,  (8)  Pecos  Bill  Becomes 
a  Cowboy,  (9)  The  Kneehigh  .Man, 
and    (10)    Mule  Humans. 

How  To  Use  an  Encyclopedia— (51 

frames)  B&W  .Sale,  $3:  Popular  Sci- 
ence Publishing  Co.,  353  Fourth 
Ave.,  New  York. 

Intermed.    Grades:    English    Lan- 
guage &•  Arts. 

•  Briefly  presents  the  basic  elements 
of  encyclopedia  use  in  an  actual 
classroom  situation.  Frames  combine 
photographs,  blow-ups  of  World 
Book  Encyclopedia  pages,  and  origi- 
nal art  work.  Follow-up  suggestions, 
testing  and  review  material  included 
in  teachers  guide. 

-Mother  Hubbard's  Slidefilm  Cup- 
board— (8  lilmstrips)  Color.  S36  per 
series;  Jam  Hand)  Organization, 
2821  East  Grand  Blvd.,  Detroit  11. 
Primary  Grades;  Reading  Readi- 
ness. En  a  La  nil.  Arts. 

•  .\  caretully  produced  series  of  film- 
strips  designed  to  accompany  the 
"Mother  Hubbard's  Seatwork  Cup- 
board" reading  shelf  workbooks  pub- 
lished by  E.  M.  Hale  &  Co.,  Eau 
Clair,  Wis.  Purpose  of  the  series  is 
to  stimulate  and  hold  the  interest 
of  the  young;  to  enable  beginning 
readers  to  understand  and  follow 
directions;  to  make  it  possible  for 
them  to  read  more  rapidly  and  ac- 
curately than  with  traditional  pro- 
cedines;  and  to  make  management 
of  the  group  easier  for  the  teacher. 
Full  set  of  8  teachers  manuals  in- 
cluded in  sale  price. 

(please     t  I'  r  N     It)     1'  .A  G  t.     10) 


SEE    AND    HEAR 


i 


FROM    ALCHEMIST^ 


if  •^. 


TO 


ATOM    SMASHER! 


. . .  the  engrrossing  story  of  the  most 
important  scientific  achievement  of 
our  times  brought  to  the  screen  in 
United  World  Films'  fascinating  new 
10  reel,  16mm  sound  motion  picture— 


PHYSICS 


...an  authoritative  study  of  the  history  and  development  of  atomic  energy.  Indicative  of  its  high 
acceptance  is  the  purchase  by  the  Atomic  Energy  Commission  of  a  number  of  prints  for  their  own 
use.  It  presents  the  discoveries  and  contributions  in  the  development  of  atomic  physics  of  scientists 
of  all  nations,  among  them  Dalton,  Faraday,  Mendeleeflf,  Thomson,  Rutherford,  Moseley,  the 
Curies,  Chadwick,  Fermi,  Cockcroft,  Walton,  Lawrence  and  Frisch. 

Einstein,  Rutherford,  Thomson  and  other  great  scientists  personally  tell  parts  of  the  story  of  this 
greatest  of  scientific  achievements,  directly  from  the  screen.  The  film,  made  in  the  United  King- 
dom, falls  naturally  into  five  parts.  Each  can  be  run  separately,  or,  together,  as  one  film. 

An  inspired  combination  of  actual  photography,  animation,  diagram  and  historical  re-enactment, 
utilizing  the  actual  instruments  originally  used  in  key  discoveries,  makes  this  college-level  film  of 
absorbing  interest  to  all  science  minded  adults  and  high  school  students,  as  well. 

10  Reels,  16rom  Sound,  Sale  price  $400,  rental  $40. 


'SEND  .THIS   HANDY 
ORDER    FORM    IN    TODAY! 


Distributon  for 

Univertal-lnternalional  and  J.  Arthur  Rank 

Incorporating 

Bell  A  Howell  Filmosound  Library  &  Caslle  Films 

445  Park  Avenue    •    New  York  22.  N.  Y. 


UNITED  WORLD  FILMS,  INC..  445  Pork  Ave.,  New  York  22,  N.  Y. 
I  wljh  to  purchase  .prints  of  "Atomic  Physics" 

I  wish   to  rent  this   film   for  showing „ 

Remittance  Enclosed  D  Ship  C.O.D.  Q 

Nome.™ ...Position „„ 

Organization „ 

Address... — ™™ _ _ ™ 

City _ 


Zone  #.. 


-Slate 


S4 


(dote)  D 


I  am  interested  in  the  following  cotologues: 
Educotional  □  Recreational  □  Religious  CD 


P 


APRIL     •     1948 


THE  EDITORIAL  ADVISORY  BOARD  OF  SEE  &  HEAR  MAGAZINE 


Roger  Albright,  Motion  Picture  Association 

Lester  Anderson,  L'niversity  of  Minnesota 

v.  C.  Arnspicer,  Encyclopaedia  Britannica  Films,  Inc. 

Lester  F.  Beck,  University  of  Oregon 

Esther  Berc,  New  York  ,City  Public  Schools 

CamIlla  Best.  New  Orleans  Public  Schools 

Flovde  E.  Brooker.  V.S.  Office  of  Education 

James  W.  Brown.  Syracuse  University 

Robert  H.  Burgert,  San  Diego  City  Schools 

Miss  J.  Margaret  Carter,  National  Film  Board 

Lee  W.  Cochran,   University  of  Iowa 

SiEPHEN   M.  CoREV,  University  of  Chicago 

C.  R.  Crakes.  Educational  Consultant ,  DeVry  Corp. 

Amo   DeBernardis.  Portland  Public  Schools 

Dean  E.   Douglass,  Educational  Dept.,  RCA 

Henry  Durr,  Virginia  State  Department  of  Education 

Glen  G.  Eve,  University  of  Wisconsin 

\V.  G.  Gnaedincer.  State  College  of  Washington 

Leslie  Frve.  Clei'eland  Public  Schools 

Lowell  P.  Goodrich,  Supt.,  Milwaukee  Schools 

William   NL  Gregory,   Western  Reserve  University 

John  L.  Hamilton,  Film  Officer,  British  Information  Service 

O.  .\.  Hankammer,  Kansas  State  Teachers  College 

VV.  H.  Hartley,  Towtison  State  Teachers  College,  Maryland 

John  R.  Hedges,  University  of  Iowa 

Virgil  E.  Herrick,  University  of  Chicago 


Henry  H.  Hill.  President,  George  Peabody  College 

CHARLF.S  Hoff,  University  of  Omaha 

Walter  E.  Johnson,  Society  for  Visual  Education,  Inc. 

Wanda  Wheeler  Johnston,  Knoxville  Public  Schools 

Herold  L.  Kooser,  Iowa  State  College 

Abraham  Krasker.  Boston  University 

L.  C.  Larson.  Indiana  University 

GoRDf)N   N.   Mackenzie,  Teachers  College,  Columbia   Univ. 

Harold  B.  McCarty,  Director  WHA,  University  of  Wisconsin 

Bert  McClelland,  Victor  Animalograph   Corporation 

Charles  P.   McInnis,  Columbia    (5.C.)    Public  Schools 

Charles  F.   Milner,   University   of  North   Carolina 

Ervlne  \.  Nelsen,  The  Ampro  Corporation 

Elizabeth  Goudy  Noel,  Radio  Consultant,  California 

Francis  Noel,  California  State  Department  of  Education 

Herbert  Olander,   University  of  Pittsburgh 

Boyd  B.  Rakestraw,  University  of  California,  Berkeley 

C.  R.  Reagan,  Filtn  Council  of  America 

Don  C.  Rogers,  Chicago  Public  Schools 

W.  T.   Rowland.  Lexington,  Kentucky,  Public  Schools 

E.  E.  Spxhriest,  Birmingham  Public  Schools 

Harold  Spe.ars.  San  Francisco  Unified  School  District 

Arthur  Stenius,  Detroit  Public  Schools 

Lelia  Trolincer.  University  of  Colorado 

Paul  Wendt,  University  of  Minnesota 


Look  ahead 
to  Next  Year 


Have  you  included  McGraw-Hill  Text-Films  in  your  plans 
for  next  year?  Glance  at  the  check  list  below — it  will 
show  you  why  these  visual  aids  should  be  an  important 
part  of  your  next  semester's  work. 


V^^  Text-Films  cover  four  important  curriculum 
areas  especially  in  need  of  visual  enrichment — 
Engineering  Drawing,  Teacher  Education,  and 
Health  Education  for  colleges  and  in-service  train- 
ing groups ;  and  Mechanical  Drawing  for  high 
schools. 

W'^Text-Films  combine  valuable  teaching  tech- 
niques of  both  sound  motion  pictures  and  silent 
filmstrips.  Motion  pictures  provide  clear  visualiza- 
tion of  basic  theories  and  principles;  the  dramatiza- 
tion of  desirable  attitudes  and  practices.  Filmstrips 
supply  questions  on  key  scenes  of  the  motion  pic- 
tures which  are  useful  for  class  review  and  discus- 
sion. 

McGraw-Hill  Book  Company,  Inc. 
Text-Film  Department 
330  West  42nd  Street 
New  York   18,  N.  Y. 


Text-Films  are  directly  correlated  with  four 
important  McGraw-Hill  textbooks  —  French's 
ENGINEERING  DRA>xiNG,    French   and  Svensen's 

MECHANICAL  DRAWING,  Diehl's  TEXTBOOK  OF 
HEALTHFUL  LIVING,  and  Schorling's  STUDENT 
TE.\CHING. 

V^^Text-Films  have  been  made  with  the  advice 
and  assistance  of  teachers  across  the  country.  The 
finished  films  reflect  the  most  acceptable  teaching 
techniques,  and  cover  those  subjects  which  teachers 
have  indicated  as  most  in  need  of  visual  aids. 
For  more  information  about  Text-Films,  fill  out  the  coupon  below 


Engineering 

Drawing 
Meciianlcal 
Drawing 
Teaciier 
Education 

Heallh 
Education 


Please  send  me  descriptive  literature  on  the 
Text-Films  indicated:  g-2 


SEE    AND    HEAR 


MAKE    fULL    USE     Of    YOUR 


IT    MEETS    EV€Ry    NEED    Of 
GROUP    INSTRUCTION 


Of  course,  it  gives  you  the  finest 
obtainable  projection  of 

STANDARD    Lantern    Slides 

Have  you  seen  the  latest  additions 
to  Ke>-stone's  vast  library  of  edu- 
cational slides?  Some  of  these  new- 
units  will  make  your  work  more 
effective  - — and  easier. 


Many  instructors  realize  the  possi- 
bilities of 

HANDMADE    Lantern    Slides 

not  only  for  the  presentation  of 
special  subjects,  but  for  obtaining 
enthusiastic  group  participation. 


You  can  sometinaes  make  a  worth- 
while   cut    in    the    cost   of    lantern 

slides,  bv  using 

QUADRUPLE  Slides 

—  with  four  exposures,  which  are 
screened  singly  by  means  of  a 
quarter-size  mask. 


Place    a    Flashmeter    on 
your  Overhead  Projector,  and 
you  have  a 

TACHISTOSCOPE 

- — of  thoroughly  proven  value  for 
efficient  training  in  spelling,  read- 
ing, recognition  and  general  visual 
skills. 


By  means  of  an  inexpensive  adap- 
ter, you  can  show 

2-INCH    Slides 

— with  the  clear,  inexpensive  day- 
light projection  made  p>ossible  only 
by  a  750  or  1000-watt  lamp. 


You  can  also  buy  an  attachment 
for  showing 

STRIP    FILM 

— and  here  again,  have  the  advan- 
tage of  the  Keystone  Overhead 
Projector's    powerful    illumination. 


An  adapter  is  also  available  for 


o 


SUPPLEMENTARY 


MICROSCOPIC    Slides 

LENS  — and  with  the  microscopic 
?lide>  as  well  as  '.sith  two- 
inch  slides  and  strip  film)  you  can  use  the  five-diopter 
supplementary  lens,  shown  at  left,  which  enlarges  the 
projection  t»-o  dimensions  each  way. 

Li/rife  for    (circular 


KEYSTONE    VIEW   COMPANY   •  meadville.  pa, 

SINCE    T892 PRODUCERS    OF    SUPERIOR    VISUAL    AIDS 


.\  P  R  I  L 


19  4  8 


16mm.  SOUND  PIOJECTOK 
AMPLIFIES,  SPEAKER  AND 
SCREEN  —  AlllN-ONE  — 
SMALL,  COMPACT  CASE 
L:WEIOHING  LESS  THAN  3)  LBS. 

HERE'S  WHY  THE  DEVRY  "BANTAM'"- 
IS  WANTED  MOST  BY  MOST  PEOPLE 

So  light,  it's  as  easy  to  carry  as  a  port- 
able  radio. 

So  simple  to  set  up,  thread  and  focus,  it's 
like   operoting   a   record-player. 
So   designed    as    to    give    you    both    silent 
and    sound    projection    without   additional 
equipment. 

So  carefully  engineered,  it's  Jn/inife/y 
kind   to    film. 

So  equipped  (750-1000  watt  illumina- 
tion) you  get  brilliant,  distinct  pictures. 
So  constructed  as  to  give  you  amazingly 
life-like  sound. 

So  ruggedly  built,  you  con  count  on  your 
DeVry  "Bantam"  to  give  you  years  of 
day-in,  doy-out,  trouble-free  perform- 
ance. 

Your  DeVry  "Bantam"  gives  you  BIG  pro- 
jector features,  PLUS  many  new  EXCLU- 
SIVE DeVry  refinements:  3,000  ft.  film 
capacity.  Fast  motor-driven  rewind. 
Coated  lens  elements.  Automatic  loop- 
setter.  Prefocused  exciter  lamp.  Motor- 
driven  forced  air  cooling.  Either  AC  or 
DC  operation. 


Single  Case  "Ban- 
tam" with  built-in 
6-inch  ALN'ICO  5 
permaaeni  magntri 
speaker,  is  readily 
detachable  f  o  r 
placement  at 
5Cfeen    as    dvsirtd. 


"II 


t 


^  <.% 


Dual  Case  "Dan-- 
lam"  projector  and 
amplifier  in  ooe 
case.  8  '  ALN1C0  5 

permanent  magnet 
speaker  in  separate 
matched  case. 


"^tt^^m^^^ 


I  DIVIT  CORPORATION  j 

Mil  Armitaqe  Ave..  Chicago  14    SHJ.E4      1 

I    Pl.at.siv.  wt  fullparticulan«nth.n«wDlVtT"Bant«m"  I 


1.^, 

1 

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lodividuol 

1 

«.,... 

1 

Zan*             Staid                                        ■ 

^^ 

CMly    S   Tim«   Winner 

•  1  Afmr-N..r     t       ^itITTA 

Your  School  Needs  the  Projectionist's  Handbook 


Educators  Praise  this  Illustrated  Co! 

Order  a  copy  today  of  the  36- 
page  color  and  graphic  manual 
on  good  shownnanship  tor  16  mm 
sound  and  35  mm  slidefilm  pres- 
entations. Step-by-step  lessons 
plus  two-color  threading  diagrams 
ot  all  standard  machines.  Com- 
ments received  from  leading  edu- 


or  Manual  on  Good  Showmanship 

cators  who  have  made  use  of  the 
Projectionist's  Handbook  In  their 
audio-visual  departments  indicate 
Its  value  for  school  use.  Take 
advantage  of  this  valuable  tool  for 
the  better  use  of  films  and  film- 
strips  In  your  school.  Order  copies 
today   at   $1.00   each. 


The  Audio-Visual  Projectionist's  [handbook 


812  N.  Dearborn  Street 


Chicago  10,  Illinois 


NEW    FILMSTRIPS 

(CONTIM  ED       FROM       PAGE      Six) 

Museum    of    Modern    Art    Series— 

((')     lilinsuips)       B&W     and     Color. 
.Xj^ply  for  Price,  Museum  of  Modem 
.\rt,   n   W.  53rd  St.,  New  York. 
7),  Sr  HS.  Col:  Art,  Art  Appreci- 
ation, Home  Econ,  Industrial  Arts. 

•  An  excclkiuly  concei\cd  series 
showing  the  ]jrinciples  of  modern 
art  and  design  as  they  apply  in  vari- 
ous fields.  Titles:  Modern  Paint- 
ing, Modern  Sculpture.  Industrial 
Design.  Stage  Design,  and  Photog- 
raphy. Additional  titles  in  prepara- 
tion. 

BUSINESS  EDUCATION 

Secretarial  Etiquette  —  (65  frames) 
RKrW.  Sale.  53. 50;  Business  Educa- 
tion Visual  Aids.  104  W.  tilst  St., 
New  York   23. 

Sr  HS,  Business  Schools,  Col.; 
Business  Training,  Commercial 
Courses,   Vocational  Guidance. 

•  Presents  approved  standards  of 
office  behavior  for  students  and  sec- 
retaries (and  their  employers)  based 
on  the  results  ot  an  Albany  (N.Y.) 
Business  College  survey  of  500  busi- 
iicssmcn  who  made  frank  stateinents 
on  the  office  "manners"  of  secretarial 
employees.  Interesting  cartoon  style 
used  throughout. 

DOMESTIC   SCIENCE 

Bread  (filmstri]))  li&W  S2.  includ- 
ing manual:  Society  for  \'isual  Edu- 
cation. 100  East  Ohio  St.,  Chicago 
10.  111. 

Intermed.,  ]r  Sr  HS;  Home  Eco- 
nomics, Domestic  Sci.,  Cookery 

•  The  complete  story  of  Bread  and 
its  importance,  including  new  ideas, 
metliods  of  use,  and  receips:  with 
emphasis  on  the  all-time  need  for 
food  conservation. 

Canned  Vegetables,  Fruits,  and 
Juices-  (50  frames)  B&W.  Sale.  §3: 
Society  for  Visual  Education,  100  E. 
Ohio  St.,  Chicago   10. 

/)■  Sr  HS:  Home  Economic s,  Do- 
mestic Science,  Xutrition. 

•  Stresses  the  home-diet  importance 
of  canned  vegetables,  fruits,  and 
juices,  and  includes  helpful  buying 
ii.iormaiion.  as  well  as  frames  show- 
ing simple,  attractive  ways  of  pre- 
paring ;ind  serving  these  products. 

#        #        * 

EnnoKs  Xotk:  Other  Xcw  Materi- 
als are  listed  on  Pages  15  and  37  of 
this  issue.  More  will  ajJi^car  in  the 
Max  issue. 


10 


SEE    AND    HEAR 


^^Wr     Kr'*'^^'^''^'^  ^y  Bausch  &  Lomb  for  M/ci r/////f^rft«e^  Je^t^^£ 


Lasting  Centration  and  Parfocality 
Insured  by  B6-L  Threadless  Cells 


ELEMENTS  of  objectives  in  Bausch  & 
Lomb  Laboratory  Microscopes  are  bur- 
nished into  self-centering,  diamond-turned, 
threadless  cells.  No  cement  is  used.  This 
method  of  mounting  eliminates  the  inaccu- 
racy, and  difficulty  of  spacing  or  centering, 
characteristic  of  screw  thread  mounts.  The 
tolerance  required  between  screw  threads 
is  not  close  enough  to  maintain  the  high 


accuracy  demanded  of  B&L  Microscopes 
at  high  magnifications. 

Thus,  accurate  centration  and  parfocality 
are  built-in  the  microscope,  rather  than 
obtained  by  adjustments.  More  reasons 
why  you'll  want  to  make  your  new  labora- 
tory microscope  a  Bausch  &  Lomb.  Bausch 
&  Lomb  Optical  Company,  74 7-Q  St.  Paul 
St.,  Rochester  2,  N.  Y. 


BAUSCH  &  LOMB 


OPTICAL  COMI'ANY 


ROCHESTER    2.  NY. 


APRIL     •      1948 


11 


(_,OrOnCt    INSTRUCTIONAL     FILMS 


&^^t,e6e9i/^ 


Six  New 


TEACHING 


Films 


Just  released  by  Coronet's  Glenview,  Illinois, 
Studios  ore  these  six,  basic  16  mm.  sound- 
motion  pictures  .  .  .  each  a  major  contribution 
to  its  field.  Designed  for  use  many  times  during 
the  school  year  .  .  .  each  is  a  professionally 
created  teaching  tool  reflecting  the  close  col- 
laboration of  a  subject-matter  specialist  from 


a  nationally  recognized  institution. 

These  six  new  Coronet  productions  ot^  each 
one  reel  in  length,  and  are  available  through 
Purchase  or  Lease-Purchase  at  $90  each  in 
color,  or  just  $45  in  black-and-white.  Rental 
prints  may  easily  be  secured  through  the 
nation's  leading  film-lending  libraries. 


LANGUAGE  ARTS 


MATHEMATICS 


SOCIAL  SCIENCE 


Punctuation — Mark  Your  Meaning  We  Discover  Fractions 


Let's  Visit  a  Poultry  Farm 


PHYSICAL   SCIENCE 


PHYSICAL   EDUCATION 


Sounds  of  Music 


Softball  for  Girls 


Speedball  for  Girls 


For  a  complete  catalog,  or  further  information  on  Pur- 
chase, Lease-Purchase,  Preview,  or  Rental,  write  to: 


12 


SEE    AND    HEAR 


YO  UTH  AND  A  UDIO-  VIS  UAL  ED  UCA  TION: 


The  Elementary 
School  Learning 
Environment 


#  by  Helen  Heffernan 

Division  ot  Elementary  Education 

(California  State  Department  of  Education 


St  HOOLS  HA\'E  AL^VAYS  been  iiiaintainecl  so 
that  children  may  learn.  In  simple  agrarian  cul- 
tures the  learning  was  limited  to  those  essentials 
ivhich  the  people  needed  as  a  basis  for  thought  and 
action  in  their  relatively  uncomplicated  tasks  and 
relationships.  Modern  living  makes  education  increas- 
ingly difficult.  Science  and  technologx  have  brought 
all  parts  of  the  world  into  such  close  relationship  that 
children  and  youth  must  have  a  realistic  knowledge 
of  life  and  customs  in  everv  part  of  the  world.  //  edii- 
(tilion  is  to  be  mare  than  mere  verbalism,  teailiers 
must  find  icays  of  bringing  life  in  Xonvay  and  Italy, 
China  and  India,  Brazil  and  Chile,  to  the  children  of 
the  United  Stales  in  u^ays  so  I'ital  and  meaningful  that 
they  will  be  aware  of  their  oneness  with  people  in 
every  part  of  the  world.  The  great  task  of  modern 
education  is  to  help  children  everyw-here  to  a  broader 
citizenship  which  finds  expression  in  the  extension  of 
social  responsil)ility  and  social  justice  to  all  mankind. 
The  teacher  must  help  children  understand  that  people 
throughoiu  the  world  ha\e  the  same  basic  hinnan  needs 
and  that  these  needs  must  be  met  if  unixersal  peace 
is  to  be  realized.  The  greatest  need  of  our  times  is 
world-wide  acceptance  of  the  concept  of  a  world  com- 
munity. This  acceptance  must  be  based  on  accurate 
impressions.  Education  for  children  now  in  school  must 
be  framed  with  reference  to  a  ivorld  shrunk  to  neigh- 
borhood proportions  by  the  miracle  of  modern  traris- 
portation  and  communication. 

Learning  is  the  result  of  the  interaction  of  the 
learner  with  his  environment.  On  the  basis  of  this 
])rinciplc,  all  the  efforts  of  teachers  to  create  a  lush 
emironment  for  learning  are  justified.  .\  rich  enxiron- 
ment  makes  learning  a  stimulating  and  interesting 
experience.  It  is  a  truism  in  education  that  the  indi- 
vidual   tends    to    refieat    and   fix    in    his   consciousness 


those  arts  that  are  f)leasant  mid  interesting  and  to 
avoid   those  which   are   distasteful  and   borinii. 

The  voting  child,  for  example,  has  a  natural  interest 
in  number.  II  his  first  experiences  are  with  blocks 
with  which  he  may  build,  with  the  measurements 
recjuired  in  making  his  own  garden,  in  counting  the 
childien  for  a  game,  in  manipulating  gailv-colored 
plastic  cubes  or  balls,  he  gets  pleasure  and  interest 
associated  with  the  idea  of  number.  If.  f)n  the  other 
hand,  abstract  niunber  facts  are  introduced  too  early 
and  the  child  has  little  or  none  of  the  concrete  experi- 
ences which  gi\e  interest,  vitality,  or  understanding  to 
number,  he  is  likeh  to  associate  a  feeling  of  unpleasant- 
ness with  his  exploration  of  number  which  will  persist 
and  color  all  his  subsequent  learning. 

What  are  tlie  things  that  jnovide  pleasant  experi- 
ences for  children  and  thus  facilitate  learnins?  Pleasiw 
colors,  agreeable  sounds,  neiv  and  thrilling  exjjeriences 
are  important  elements  to  charge  a  situation  with 
pleasure  and  satisfaction.  The  modern  teacher  is  as 
conscious  of  the  emotional  tone  these  things  create  as 
he  is  conscious  of  the  importance  of  good  physical 
conditions,  praise,  and  affection  in  creating  the  best 
environment  for  learning. 

The  use  of  modern  sensory  aids  to  learning  rests 
on  tlie  sound  foundation  of  the  psychology  of  motiva- 
tion. All  learning  occurs  in  response  to  purposes, 
desires,  or  urges.  The  basic  drives  to  learning  include 
the  urge  to  satisfy  curiosity,  to  be  ]jhysically  active,  to 
communicate  and  share  ideas  with  others,  to  manipu- 
late and  coiisiiud.  to  recreate  experience  dramatically 
through  play  and   to  express  esthetically. 

II  the  teacher  considers  these  urges  or  drives  in 
creating  the  learning  environment,  he  will  seek  objects 
about  which  children  are  curious  and  want  to  know 
(please    1  I  r  n    1  o    t  h  f    r  o  l  l  o  w  i  .\  g    p  .\  g  e  ) 


APRIL     •     1948 


13 


The  Elementary  School 
Learning   Environment: 

more.  In  stinuilaiing  imercsi  in  the  .Soiuhwcst  Indians, 
lor  example,  the  teacher  may  bring  the  metate  and 
mano.  the  rug  loom  o£  the  Navajo,  or  the  musical 
instruments  into  the  environment.  .Such  realia  not  only 
slinuilates  curiosit\  Ijiu  leads  children  to  vvant  to 
comnuinicate  \\ith  others  and  share  their  ideas  con- 
cerning the  grinding  o£  the  corn,  the  processes  of 
prinn'ti\e  vveaving,  or  the  music  which  accompanied 
the  rain  dance  or  other  ceremonials. 

The  teacher  of  older  children  who  can  bring  into 
the  classroom  environment  a  simple  public  address 
system,  appropriate  materials  for  constructing  a  broad- 
casting station,  pictures  of  famous  radio  stations,  and 
the  like,  is  providing  the  stimulation  necessary  for 
children  to  purpose  to  build  their  own  radio  station, 
to  broadcast  programs,  and  to  find  out  the  scientific 
principles  underlying  sound  communication. 

The  modern  teacher  asks  himself.  What  can  1  bring 
into  the  environment  to  stimulate  curiosity?  ^\'hat 
objects  can  be  pro\  ided  about  which  children  will  wish 
to  share  their  ideas?  What  materials  will  stiiiudate 
the  children  to  n)ani|jidate  and  lonstnut?  What  ma- 
terials and  experiences  will  lead  them  to  wish  to 
engage  in  dramatic  pla\?  How  can  the  environment 
be  made  to  stimulate  creative  esthetic  expression  in 
painting,   in   words,    in   music,   in  working  with  clay? 

In  finding  the  answer  to  his  questions,  the  teacher 
seeks  the  right  objects  or  pictures  or  stereoscopic  cards 
related  to  the  center  of  interest.  Paper  and  pencils,  a 
chart  and  a  book  or  two  are  not  enough.  The  great 
task  ol  the  teacher  is  the  selection  and  organization  of 


materials  which  will  lead  to  purposeful  activity  on  the 
jjart  of  the  child.  Only  as  the  child  reacts,  performs, 
practices,  and  executes,  w-ill  he  learn.  He  learns  onh 
in   terms  of  his  own  activity. 

The  materials  the  teacher  seeks  for  use  in  the  ele- 
mentary school  are  those  the  child  can  handle  himself. 
This  precludes  the  use  of  heavy  or  awkward  material: 
it  precludes  the  use  of  the  excessiveh-  delicate  or  fragile. 
Materials  must  be  durable,  easily  stored  or  filed.  The 
maieiial  must  for  the  most  part  be  of  such  a  nature 
that  the  child  can  manipulate  it.  The  motion  picture 
projector  and  film,  useful  as  these  instruments  are  in 
extending  vicarious  experience,  have  the  serious  dis- 
advantage of  leaj'ing  the  young  child  a  passive  observer 
rather  than  an  active  participant  in  the  experience, 
unless  the  lea(h(-r  makes  every  effort  through  discussion 
or  other  follow-up  activities  to  include  the  diild  as 
a   particijxinl   in    that  -valuable  experience. 

For  the  elementar\  school  child  the  most  desiralile 
materials  are  those  through  which  he  acc]uires  genuine 
firsthand  experience.  A  v  isit  to  a  house  under  construc- 
tion, to  a  dairy  farm,  to  the  harbor,  are  illustrations  of 
luili/ation  of  community  resources  to  build  accurate 
impressions.  Keeping  pets  at  school  to  observe  their 
beha\  ior;  planting  and  caring  for  a  garden;  engaging 
in  actual  industrial  arts  processes  like  making  butter, 
molding  and  firing  a  clay  bowl,  weaving  a  textile;  carry- 
ing on  experiments  such  as  seed  germination,  evapo- 
ration of  water,  and  the  effect  of  different  diets  on 
animals,  are  all  illustrations  of  dii^ect  experiences  which 
are  of  supreme  importance  iir  the  learning  of  voung 
children. 

Obviously,  all  experience  cannot  be  direct  experi- 
ence. The  teacher  must  introduce  materials  wJiich  the 
child  is  able  to  interpret  in  the  light  of  previous  direct 
experience.  In  this  area  of  materials  to  provide  indirect 
experience,  great  progress  is  beiyig  made  but  wholly 
unexplored  frontiers  still  exist  for  the  teacher,  the 
curriculum  maker,  the  technician  in  sensory  aids  to 
learning.  In  this  category  are  books,  pictures,  maps, 
charts,  stereoscopic  cards,  slides,  films,  dioramas,  phono- 
graph records,  transcriptions,  aiid  many  other  materials. 

Finally,  there  is  almost  as  long  a  list  of  materials 
through  which  the  child  may  complete  his  experiences 
by  means  of  outward  expressions  of  his  impressions. 
This  list  includes  paper,  paint,  chalk,  clay,  wood,  cloth, 
tools,  musical  instruments,  to  mention  only  a  few  of 
a  rapidly  expanding  list  of  materials. 

Providing  education  for  all  the  children  of  all  the 
people  is  an  expensive  undertaking.  Zealots  for  the 
ilemocratic  wax  of  life  consider  it  monev  exceedingly 
well  spent.  The  scIkjoI  administrator  harassed  b\ 
mounting  costs  and  rapidly  depreciating  buying  power 
of  the  dollar  seeks  in  bewilderment  for  Inidgetarv  items 
on  which  to  economize.  Too  frecjuenth  the  sensoiv 
aids  to  learning,  the  material  of  instruction,  the  in- 
dispensable tools  of  teaching,  fall  under  the  axe.  At 
the  same  time  the  school  administeator  is  attempting  to 
increase  the  salaries  of  his  teaching  staff  in  order  to 
attract  competent  personnel  to  the  pi^ofession,  he  is 
rendering  their  efforts  ineffective  b)  detrying  them  the 
|)iopir   materials   of   instruction.     Penny   wise?  • 


SEE    AND    HEAR 


ARTS  .<:  LITERATURE 
The     ABC     of     Pottery     Making— 

(10  mill)  Sound.  BScW.  Sale,  S36; 
Rental.  SI. 50.  (Silent  version  also 
available).  Baikv  Films.  204i  N. 
Berendo,  Holhwood  27,  California. 

Intel  med.,    Jr,    Sr    HS:    Arts    fc 

Crofts. 

•  A  demonstration  of  the  coil  meth- 
od of  |)Otter\  making,  sho^ving  cor- 
rect techniques  of  templet  pattern, 
hand  tools,  and  tlie  potters  wheel. 
The  complete  process  of  making  a 
bowl  is  sliown   from  start   to  finish. 

The  ABC  of  Puppet  .Making- (2 
partv— 10  mill  each)  Sound.  B&:\V. 
Sale:  Part  I,  S36:  Parts  I  &  II,  S65. 
Rental:  Part  I,  S1.50;  Parts  I  &  II, 
S3.  (Silent  versions  also  available) 
Bailey  Films.  2044  Berendo.  Holh- 
wood  27.  Calif. 

hiterrned.,    Jr    HS,    Col:    Arts    & 
Crafts,    Teacher    Training. 

•  Part  I  (which  can  be  used  coni- 
jjletc  in  itself)  shows  how  to  make 
and  dress  the  simplest  t\pe  of  string- 
less  hand  puppet.  Part  II  (a  more 
ad\anced  presentation)  shows  how 
to  make  a  papier  mache  head,  and 
how  to  hold  and  manipulate  pnp- 
pets  in  performance.  Concludes 
with  directions  for  building  a  sim- 
ple puppet  theatre. 

Two  Chinese  Dances— (11  min) 
Soinid:  Color.  SS.t:  B.<:\V.  S50;  Ren- 
tal (Color  onlv)  55  dailv.  China 
Film  Enterprises,  35  Park  .\ve..  XeA\- 
York  16,  N.Y. 

Jr   Sr  HS,    Col.:   Inter  cultural 

Studies,  Art,  Music 

•  Miss  Tai  Ai-Lien  presents  two  ex- 
amples of  traditional  Chinese  folk- 
dancing,  an  ancient  form  of  expres- 
sion little  known  in  the  western 
world.  Yao  Ceremonial  Prelude  is 
a  drum  dance  for  marriages  and 
funerals  among  the  Yao  tribe  of 
Kwang-Hsi  Province;  The  Mute  and 
the  Cripple  is  a  new  adaptation  of 
a  dance  from  the  local  drama  of 
China's  Southwest. 

Background  of  Literature  Series— 
(2  films:  10  min  each)  Sound;  Color, 
590.00  each;  B&W,  S45.00  each.  Cor- 
onet Instr.  Films,  Coronet  Bldg., 
Chicago  1.  111. 

Jr  Sr  HS,  Col:  English  Literature, 

Language,  and  Arts 

•  AVith  the  collaboration  of  J.  J. 
DeBoer.  Professor  of  Education, 
Univ.  of  Illinois,  Coronet  is  produc- 
ing this  series  to  "take"  the  student 


ew 


M 


aterials 


FIL.MS'SLIDES'RECOU  DINGS 
AND    OTHER    AUDI  0-V  I  SEAL    AIDS 


to  various  comuries  to  show  how  the 
character  and  nature  of  the  land 
helped  inspire  or  influence  the  great 
writers  and  national  literature  of 
each.  Those  on  England  and  Scot- 
land are  completed  and  available  for 
distribution;  titles  featuring  addi- 
tional countries,  and  their  litera- 
tures, will  be  released  later. 

BUSINESS  EDUC.\T10N 

T\ping  Series— (2  films;  10  min 
each)  Sound  Color.  S90  each:  B&\\\ 
S45  each.  Coronet  Instr.  Films,  Cor- 
onet Bldg.,  Chicago  1.  111. 

Sr  HSl  Col.,  Adult:  Business  Edu- 
cation, Typing 

•  Two  films  produced  under  the 
supervision  of  D.  D.  Lessenbery, 
Commercial  Education  Director, 
Univ.  of  Pittsburgh.  The  first.  Ready 
To  Type,  shows  ho^v  to  get  ready, 
mentally  and  physically  to  control 
the  typewriter.  Building  Typing 
Skill  teaches  development  of  speed 
and  accinacy. 

DOMESTIC  SCIENCE 

Fun  In  Food— (^10  min)  Sound.  Col- 
or. S85;  Gateway  Productions,  40 
Fremont  St..  San  Francisco  5.  Calif. 
Jr  Sr  HS,  Col:  Domestic  Science, 
Nutrition 

•  Supervised  bv  the  late  Frances 
Stern.  Dietic  Clinic  Chief,  Boston 
Dispensarv.  this  film  presents  the 
basic  food  constituents,  their  sources, 
and  their  functions,  calculated  to 
stimidate  thinking  about  the  true 
\alucs  of  a  balanced  diet.  Care  has 
been  taken  to  illustrate  the  material 
with  foods  in  \:u"\ing  budget  levels. 

SCIENCE  &  MATHEMATICS 
Fractions  Series— (8  motion  pictures; 
10  min  each)  Sound.  Applv  for 
Price;  Johnson  Hunt  Productions, 
1133  N.  Highland  .Ave.,  Holh-wood 
38.  Calif. 

Intermediate  Grades:  .Arithmetic 

•  .\n  integrated  series  of  motion  pic- 
tiues  covering  the  principles  of  frac- 
tions. There  are  no  live  characters 
in  the  films:  action  is  achieved  by 
animation   of  familiar  objects,   and 


for  demonstration  of  abstract  con- 
ce|)ts  segments  of  a  disc  are  used. 
Each  unit  is  a  complete  lesson  fol- 
lowing the  pattern:  the  concept  and 
meaning  of  the  operation,  how  and 
whv  to  do  it.  examples  of  its  use  in 
|)iactical  situations.  Titles:  1)  In- 
troduction to  Fractions:  2)  How  to 
Add  Fractions:  3)  Hoiu  to  Subtract 
Fractions;  4)  How  to  Change  Frac- 
tions: 5)  HoiL'  to  Multiply  Fractions; 
6)  How  to  Divide  Fractions:  7)  Deci- 
mal Fractions:  and  8)   Percentage. 

Introduction  to  Electricity— (10  min) 
Sound.  B&W.  S15;  Color,  S90;  Cor- 
onet Instructional  Films,  Coronet 
Bldg..    Cihicago    1. 

Intermed.,  Jr  HS:   Gen.   Sci.,  In- 
troductory  Physics 

•  Presents  the  "magic"  properties 
of  electricity  in  simple  and  concrete 
form.  Principles  covered  include 
static,  chemical,  and  magnetic  elec- 
tricitv,  electronic  theory,  insulators, 
and  conductors.  In  a  novel  conclu- 
sion, the  camera  moves  "back  stage" 
to  show  the  maze  of  electrical 
equipment  used  to  film  various  se- 
quences  in    the   picture. 

The  Language  of  Graphs—  (12  min) 
Sound.  B&W.  545;  Color,  S90.  Cor- 
onet Instructional  Films.  Coronet 
Bldg.,  Chicago   1. 

Intermed,  Jr,  Sr  HS,  Col:  Mathe- 
matics.  Teacher   Training. 

•  Shows  ho^v  clearly  graphs  can 
sum  up  a  situation  by  depicting  a 
grou]j  of  students  working  on  finan- 
cial and  circulation  problems  of 
their  school  newspaper.  The  stu- 
dents make  various  t\pes  of  graphs 

(bar,  line,  circle,  and  equation)  to 
picture  relationships  and  make  com- 
parisons. Shots  of  interesting  graphs 
from  foreign  countries  emphasize 
the  unisersality  of  this  method  of 
communication. 

Let's  See— (17  min)  .Sound.  Color. 
Sale.  5100:  Rental.  S3.  British  In- 
formation Service.  30  Rockefeller 
Plaza,  New  York  20;    360  X.  Michi- 

(PLK  ASF.      TIRN      TO      PACE      3  7) 


APRIL 


19  4  8 


15 


Primary  Grade 

AUDIO-VISUAL 
MATERIALS 


by  Elizabeth  Bloss, 

Prinuiry    Teacher,   East    Aurora.   III. 

and  Alvin  B.   Roberts 

Principal.  Haw  Creek   Townshil)  High  School.  Cwihou.  III. 


A  SUCCESSFUL  PRIMARY 
TEACHER  piobabh  uses 
\isual  aids  in  tiie  prt'senta- 
lioii  ol  materials,  knowledge,  con- 
tc])is  and  ideas  more  Ireqiicnth  than 
leacliers  in  any  other  department  or 
held.  Blackboards,  pictures,  charts, 
objects,  models,  bulletin  boards,  pic- 
ture booklets,  and  Hash  cards  are 
used  daih.  Sand  tables,  specimens, 
nuiseum  displays,  trips,  and  phono- 
graph records  are  used  often.  Why? 
Because  the\  are  leaching  methods 
that  made  daily  instruction  more 
clearly  understood  and  appreciated. 
Verbal  instruction  alone  is  otten 
\agiie  and  limited  to  the  instructor's 
abilities,  hni  \isiial  (oncepls  are 
clear. 

EdiKalioiial  motion-jjictuie  dims 
are  \er\  eHecti\e  in  picseniing  teach- 
ing material.  They  gi\e  inloniiation 
as  natural,  lile-like  experience.  What 
could  l)e  more  efficient— if  used  for 
educational  jjurposes  and  not  mere 
eiuertainment"' 

There  nuisl  be  a  (klinile  ii-ason 
lot  showing  a  dim— a  specific  learn- 
ing the  teacher  desires  to  jjiomote. 
Very  little  educational  \alue.  if  an\, 
can  be  derived  from  ilu-  lommon 
])ractice  of  presenting  a  lilm  liefore 
an  auditorium  dijed  wild  ini|>re- 
pared     diildien.     Whiii     iheic     lias 


been  no  ])lanned  preparation  or  pur- 
pose for  the  showing,  the  \alued 
dim  becomes  just  a  "mo\  ie"  or  mere 
entertainment. 

What  are  some  educational  purposes 
for  using  a  motion  picture  in  pri- 
mary work? 

1.  To  introduce  and  stimulate  in- 
terest in  the  preseination  of  a  new 
unit  of  work. 

2.  To  gi\e  concrete  iniormation  un 
a  subject. 

3.  To  de\elop  com]3iehension,  to 
enrich  and  enlarge  the  child's  ex- 
l^erience,  and  thus  reason  to  express 
ideas  and  thoughts. 

4.  To  review  a  unit  of  ;\ork. 
There  are  three  things  the  jjrimary 
teacher  must  do  in  the  successful  use 
of  a  film: 

1.  Pre\  ie^v  the  dim  before  using  in 
order  to  make  ]3roper  prejjaration 
lor  the  teaching. 

2.  Motivate  the  lesson  by  preparing 
the  children  for  what  they  arc  going 
to  see— give  them  specific  reasons  for 
seeing  the  film,  through  songs, 
poems,  riddles,  c  h  a  r  t  s  .  jiictures, 
models,   and  real   objects. 

5.  ,\lter  the  dim  has  iieen  shown, 
use  \arious  techniques  to  correlate 
it  with  other  classroom  activities. 

The    following    plan    shows    how 
cadi  of  these  ste])s  are  dednili-K  car- 


^  1  ied  out  with  the  use  of  a  specific 
dim.  The  teaching  content  is  on  the 
second-grade  level,  but  with  slight 
changes  can  be  used  in  anv  one  of 
the  primary   grades. 

THE  FARM 

Film:  harm  .-iniinuls        Grade:  2nd 

I.  Unit:  New  learnings  grow  out  ol 
known  experiences.  Four-footed  iaini 
animals,  care  of  the  animals,  and 
how  the  animals  sei\e  the  farmer 
are  gi\en  special  stud\. 

PLANNING   PROCEDURE 

A.  Objectives: 

1.  General:    To  stinuilate  interest  in 
farm   lile   which   will   gi\e   pleasine 
and  w-ill  result   in  Imther  stud\. 
Objectixies  Established   to  Gain   De- 
sired Learning   Results. 

2.  Specific: 

a.  To  increase  the  a  m  o  u  n  t  of 
knowledge  by  de\eloping  the  abil- 
ity to  get  independent  informa- 
tion. 

b.  To  acquaint  the  children  with 
farm  animals. 

c.  To  help  the  children  to  become 
more  familiar  with  the  value  ot 
farm  animals. 

d.  lo  develop  an  appieciation  ol 
the  care  farm  animals  require. 

e.  To  increase  the  speaking  vocab- 
ulary of  each  child. 

f.  To  develop  comprehension. 

AIDS  TO  ATTAIN  OBJECTIVES 

B.  Audio-visual  aids 

1.  Flat  pictmes 

a.  farm  animals 

b.  Barn-yard  scenes 

2.  C;hart 
a.  questions    al)oiii     the    dim    ai- 
ranged  in  chail   loini 

3.  Blackboard 

a.  riddles 

b.  woiil  list 

4.  Books 
a.   laini  stories 

5.  Models 
a.   animals   modeled    Iroin   (la\ 

Beraiisc  oj  (onlent.  film  was  selected 
and  integrated  xeilh  unit  studx. 

6.  Film 
a.  Farm  Aiiiinats.  BScW  soinul.  1  I 
minutes.  The  care  and  activities 
of  laiin  animals  are  ])resented  in 
this  lUm.  Xatural  sounds  aie  in- 
cluded. The  film  treats  such  sub- 
jects as  feeding  and  milking  cows, 
leediii"      calves.      new-hoi  ii      c:ill. 


16 


SEE    AND    HEAR 


lcedin;4    horses,    watcrinu     hoisis. 
colt   Iccding,    leediiig   jjigs.   ciiny 
ing   and    liarncssing    horses,    cows 
Clinking   and   gia/ing    in    pasinrc, 
goat  and  kids  Iccding.  shtcp  glaz- 
ing.   lanil)s   lecdiiig.   and   sheep 
shearing.    (Etuyilojmrdia    Britan- 
nica  I-'ibn.s,  hu.) 
11.  Procedure:  Three  steps: 
\()te   )ni'tli()ds   lo  sliniuliilr   iiilrtcsl 
and  jircparc  ihUdrcii  Id)  film. 
.\.   Preparation  —  Motivate  to  gain 
interest 

1.  Riddles 

Bo\s  and  girls.  1  know  \()u  like  rid- 
dles*: so  I  ha\e  some  lor  \ou  toda\. 
As  I  point  to  each  one.  read  it  witli 
\oin'  eyes  and  see  il  \on  know  die 
answer.  Bm  let's  play  "Secret",  and 
don't  give  the  answer  mitil  I  call 
\oin'  name.  (.As  each  answer  is  gi\en. 
write  the  name  of  the  animal  on  ihe 
hoard.) 

Questions: 
a.   How  man\    names  ol  animals  do 
we  ha\ e  on  the  board? 
I).  Where    would    yon    go    it    \oii 
wished  to  \isit   these  animals? 
c.  Etc. 

Note  half  jxH'nis  ion  he  utilizt'd.  j>iit 
to  n  special  use. 

2.  Poems 

The  children  like  to  hear  poems 
about  friends  on  the  farm.  I  selected 
mine  from  "Familiar  Friends"  by 
James  S.  Tippett  from  L'udcr  the 
Tent  of  the  Sky. 

The  horses,  the  pigs, 

.And  the  chickens 

The  turkeys,  the  ducks, 

.And  the  sheep! 

I  can  see  all  my  friends 

From  my  u-indow 

As  soon  as  I  icakeu 

From  sleep  .... 


"?r^m^^ 


*I  selected  riddles  from  .-i  Riddle  Book  by 
Lily  Lee  Dootson.  For  example:  "I  eat  hav. 
I  live  in  a  liarn.  I  pull  a  was^on.  What  am 
L'" 


r^HP^ 


.After  seeing  a  scene  such  as  this,  the 
children  were  well  prepared  to  an- 
swer   the    chart    questions. 


Fills  SCI  lion  of  Ihi'  film .  "Iiirui  Ani- 
mals." was  anticijmled  by  reading 
well  .selected  poems  to  llie  diildren. 

I  am  going  to  read  the  jjoem  again, 
and  this  time  1  ;vant  someone  to 
take  this  pointer  atid  point  to  cadi 
animal  as  \on  hear  it  in  the  poem. 
(Flat  pictures  ol  the  animals  ha\e 
l)een  placed  somewhere  in  the  room.) 

-i.  Chart 

\ow  we  are  going  to  take  a  trip  to 

a  tanii  b\   seeing  a  lilm.    We  always 

see  a  film  to  learn  something.    Look 

at  the  chart  on  the  board. 

Sj)ecific    information    lo    he    leinnrd 

from  Ihe  film. 

Farm  .Animals 

cow      horse      pig      goal      sheep 

1.  What  is  the  name  ol  the  mother 
animal? 

2.  What    is    the    name   of    the    bab\ 
animal? 

,S.  What  does  the  animal  eat? 

How    main     tpiestions    do    \ou    see 

on   the  chart?     Fhat   is  right— three. 

Let's  lead  them. 

Follow   f)lan  exjilained.  gii'ing  eadi 

I  hild  a  spe<  iul  duly. 

1.  Coiinnittees 

I   tliink  it  would  be  hiii   to  work   in 

committees.     (To  four  or  five,  "You 

are   the  cow   committee."    To   four 

or   five   more,    "^'oii    are    the    horse 

committee",  etc.)     Each  member  of 

the  class  is  on  one  of  the  five  com- 

niittees. 

Remember.    \ou    want    lo   learn    all 

\ou  can  about  each  animal,  but  you 

iiiiist   be  sure  and   learn   about   the' 

animal    assigned    to    \ou.     \ow    lor 

ihc  tii])l 

B.  Presentation  of  the  film 

I.  Show  tlic  lilin  without  comment. 

C:.  (>heck  the  showing 

Check  for  Results 

1.  Discuss  the  chart  of  (piestions  read 
before  the  showing  of  the  film.   Call 

Pictures:     Courtesy    EB    Films,    Inc. 


on  \olniitecrs  from  other  coir.mit- 
iccs.  Check  each  committee  in  the 
same  manner. 

'1.  ^■on  have  learned  a  lot  of  new 
\o(ai)iilar\  words.  I'm  going  to  let 
\ou  tell  me  about  them.  .\s  I  call 
Noiir  name  go  to  the  board,  erase  a 
word  in  the  list,  pronounce  it,  tell 
wliere  you  saw  it  in  tin  him,  and 
use  it  in  a  sentence.  I'll  take  the 
first— milking  machine.  I  saw  the 
farmer  use  a  milking  maihine  on  i Ik- 
cows. 

Word  list:  (Children  make  sentences) 
I.  milking  machine  2.  tow  '1  calf 
1.  mare  .").  sow  6.  colt  7.  kids  8.  cud 
»).  lamb  II).  iiav-loft 
111.  Second  screening  —  procedure 
follows  the  same  three  steps. 

A.  Preparation  for  the  showing. 

1.  Pictures 

I'oda\  I  ha\e  some  pictures  on  our 
bulletin  board.  Of  what  do  the  pic- 
tures make  you  think? 
To  lie  up  witli  previous  screening. 
Look  at  the  pictures  and  see  how 
man\  things  you  can  find  that  \ou 
saw  in  the  film  on  farm  animals  the 
other  day.  (Let  the  children  freely 
discuss  the  ]iicturcs.) 

2.  Chart 

1   have  another  chart  on  the  board 
about  the  same  farm  animals. 
Specific   but   different    need   for  sec- 
ond screening. 

Farm  Animals 

cow      horse     pig     goat     sheep 

1.  What  care  does  the  farmer  give 
the  animal? 

2.  Of  what  use  is  the  animal  to  the 
farmer? 

How  mam  c|uestions  do  w'e  ha\e 
this  time?  Let's  read  them.  Now 
we're  going  to  see  the  film  again. 
This  time  we  will  work  in  one  big 

(  p  L  i:  .\  s  E    1  L  R  N      1  c)     1'  A  c;  !■;     3  4) 


Experiences  with  these  farm  animals 
led  directly  into  the  riddles  follow- 
up  activity. 


APRIL 


19  4  8 


17 


■^■■y 


-:-^ 


O  A  MODERN  FABLE 


The  HARE 

and 

The  TORTOISE 


•  by  Ellen  Millman 

Second  (lYddc  Ti'iichcr,  Clayton,  Mo. 


DURING  THE  PAST  FEW 
YEARS  there  have  been 
many  sound  films  jjrepared 
lor  ihe  lower  elementary  grades  in 
the  fields  ol  science,  social  studies, 
liealih  and  safely,  but  none  in  lit- 
erature. The  second  grade  was  pleas- 
antly surprised  to  see  a  new  sound 
film.  The  Hare  And  The  Tortoise  * 

After  telling  the  children  the  name 
of  the  film,  we  read  the  fable  and  dis- 
cussed it.  Then  we  listed  three 
things  to  look  for  in  the  film:  (1)  Is 
it  the  same  story  as  in  the  fable?  (2) 
Are  the  animals  real?  (3)  Can  ani- 
mals act  a  story? 

We  viewed  the  film,  then  returned 
lo  oiu'  room  and  not  onh  answered 
I  lie  iluee  questions  but  disiussed  the 
lilin.  hnmediateh  \arious  childien 
staled  they  enjoyed  the  film.  So  each 
(hild  was  asked  to  state  the  reason 
he  liked  it.    Here  are  soine  answers. 

One  girl  said,  "/  liked  the  pictures. 
I  mean  the  7nan  that  took  the  pic- 
tures knew  hoie.  Good  pictures  is 
called  soinelhini^  but  I  (un't  remem- 
ber  the   icord.    I    htune    it    is   a    biii 


•The  Hare  And  The  Toitoisc.  Hiiiini 
sound,  10  min.,  $50,  Encvclopaedia  Hrilan- 
nica  Films,  Inc..  K.B.  liliiis  Knildiii;;.  \\  il 
mette.    Illinois. 


word."  So  I  asked  if  she  meant  "pho- 
tography," and  she  smiled  and  an- 
swered "yes."  She  then  went  on  to 
tell  how  she  liked  the  expression  on 
the  laces  of  the  fox  and  the  owl,  and 
of  the  hare  sleeping. 

Another  ccjmment  was  from  a  bo\ 
stating  he  didn't  know  an  owl  could 
tiun  his  head.  Several  children  in- 
sisted that  an  owl  couldn't,  so  we 
decided  we  wanted  to  see  the  film 
again.  We  did  and  settled  the  ques- 
tion. 

One  l)o\  liked  the  film  because  it 
showed  that,  if  one  starts  something, 
one  should  finish  it  and  not  stop  and 
do  something  else— the  hare  taking 
a  nap  during  the  race. 

.Another  child  felt  one  should  imt 
ijrag  but  be  sure  he  can  do  the  jcib. 
then  do  it. 

.\  gill  thought  the  tortoise  was 
wise  ill  eating  a  scjlid  meal  so  he 
would  ha\e  strength  to  keep  going- 
much  better  than  looking  pretty. 

Since  it  was  necessary  to  see  the 
lihii  a  second  time,  we  invited  the 
kiiukrgarten  and  first  grade  to  cn- 
jos  it,  too.  This  time  we  looked  for 
these  things:  (1)  See  the  o^vl  tuiii 
his  lu-ad  around.  (2)  Hear  what  the 
turtle    said    \vhen     he     bumped    his 


nose,  falling  off  the  log.  (3)  See  if 
the  rabbit  said.  "The  path  is  easy." 
(4)  See  if  the  raijbit  did  go  through 
the  log. 

Our  guests  enjo\ed  the  film  as 
much  as  we  did.  ^Ve  had  the  answers 
to  our  cjuestions  now.  .\fter  seeing 
the  film  a  second  time,  each  child 
was  given  a  slip  of  paper  on  which 
^vas  written  a  cjuestion  to  answer  or 
a  phrase  to  tell  what  it  meant.  This 
provided  an  interesting  check-up. 

We  discussed  what  other  things 
we  might  do  with  the  story.  It  was 
decided  to  dramatize  the  story;  dic- 
tate a  poem,  and  make  pictines. 
Since  there  are  28  children  in  this 
grade,  it  was  impossible  for  e\eryone 
lo  be  ill  the  play,  so  each  child  se- 
lected the  group  in  which  he  wished 
to  participate.  One  group  made  pic- 
tures. The  group  that  wished  to 
dramatize  the  story  listed  the  char- 
acters and  scenery  needed  and  chose 
the  characters.  After  presenting  the 
j)lay  we  talked  about  it  and  made 
only  constructi\e  criticism  to  certain 
characters.  \Ve  suggested  how  they 
might  have  been  better. 

\\'e  are  anxioush  awaiting  the  use 
of  more  excellent  lilms  like  The 
Hare  And  The  Tortoise.  % 


18 


SEE    AND    HEAR 


HOUSING  FACILITIES  FOR  A  COUNTY-WIDE 
AUDIO-VISUAL  SERVICE 

by  Raymond  E.  Denno 

Coordinator,  Audio-Visual  Services.  County  of  San  Diego,  California 


THE  GROWING  CURRICULAR  SERVICE 
needs  of  San  Diego  County  Schools  made  it  nec- 
essary in  1917  to  relocate  and  enlarge  housing  fa- 
cilities for  the  total  Curricular  Services.  This  move 
represented  an  excellent  opportunity  for  basic 
planning  and  execution  in  arranging  space  and  in- 
stalling equipment  by  each  of  the  services.  Audio- 
Visual  educators  will  be  interested  in  how  our 
Audio-Visual  plant  was  developed  as  an  integral 
part  of  the  overall  Curricular  Services.  As  a  basis 
for  planning  the  physical  makeup  of  the  Audio- 
Visual  Library,  three  factors  were  set  up  as  guide- 
lipes: 

1.  The  extent  of  financial  support  available. 

2.  Audio-Visual  needs  of  schools  to  be  served. 

3.  Educational  philosophy  under  which  the  li- 


brary would  function.  How  each  of  these  factors 
influenced  the  development  of  the  Audio-Visual 
Library  will  be  related  in  detail. 

Extent  of  Financial  Support  Available 

♦  Several  large  buildings  formerly  occupied  by  an 
aircraft  sub-assembly  plant  were  acquired  in  1947 
by  the  County  of  San  Diego  to  house  various  of 
its  departments.  One  half,  27,000  square  feet  of 
floor  space,  of  a  two  story  building  was  assigned 
to  the  Oflice  of  the  Superintendent  of  Schools  for 
the  County  Schools  Service  Center.  This  assign- 
ment was  based  upon  estimates  of  gross  floor  area 
needs  as  worked  out  by  individual  sections  of  the 
Curricular  Services.  Sufficient  funds  were  allocat- 
ed by  the  County  Board  of  Supervisors  to  com- 
plete major  alterations,  with  minor  installations 


Figure-  I : 

Audio-Visual   Library 
Relationships  Diagram 


i 


UTILIZATION 
CYCLE 


\ 


I 


piItributio^j 


SHIP   I 


^ 


! 


REcfeive 

aOOKl                       REFi<MR 
\ J 


STORAGE 


t        t 

cata|.og^ 
purchase 


z     i 

9       5 

-       I 

a.        < 
—  —  *«■ 


PROCUREMENT 

A      N       P 

PRODUCTION 
CYCLE 


r 


PROCURE 


v         i  prehear 
^"^Iprevue    '^^ 

DISI^-AY 

INDEJJiFILE 

TEACHER  IKORK  AREA 
1 

I 

AUDIO-VI|UAL    PROFESSIONAL   STAPP 

I 

t 

teacIhers 
ceneral  sipekvisoes 
special  sjpekvisors 
apmini  sirators 


> 


^ONSTAMT  FlEC 

i      EVALUATION  , 


r^k 


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APRIL 


19  4  8 


San   Diego  County 

AUDIO-VISUAL 
SERVICE  FACILITIE5 


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i 


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VI 


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to  be  financed  by  the  (li 

tendent  of  Schools  thru 

County  School  Service  }ii 

Upon  completing  arir 

County  of  San  Diego  i>  \ 

the  financing  of  alterat  is 

dent's  Office  directed  th  in 

lar  Services  to  draw  i  ( 

in  detail  their  housing  i|U 

Since  an  Audio- Visa,  iil 
and  continuously  circat 
seemed  logical  to  reque  ti 
first  floor  be  allocated  tth 
distribution  would  be  cil 
allocation,  moreover,  wdd 
to  utilize  the  space  bemih 
tending  across  the  rear  ir 
preview  rooms  and  sou  j » 
zanine  proper  was  idea'w 


SEE    AND    HEAR 


¥ 


PHOTO 


REMIR 


# 


SECOND  FLOOR 

OFFICES 

Curriculum  Director 
Curriculum  Co-ordinator 
General  Co-ordinators 
Special  Coordinators 

LABORATORIES 
Curriculum 
Science 

WORKSHOP 

CONFERENCE  ROOMS 

AUDITORIUM 


MEZZANINE 

OFFICES 

Technical  Co-ordinator 
Audio-Visual  Illustrator 

PRODUCTION  SECTION 

PHOTOGRAPHIC 

LABORATORY 


FIRST  FLOOR 

AUDIO-VISUAL  SERVICE 
Audio  Visual  Co-ordinator 
Teacher  Consultant 
Clerical  Staff 

SCHOOL  LIBRARY  SERVICE 


apenn- 
0  level 

■th  the 
re  and 
-inten- 
irricu- 
« owing 
i     ■ 

'■  shelve 
lis,  it 
ion  the 
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ich  an 
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laboratory  and  workshop  area.  A  careful 
survey  showed  that  this  space  could  be  made 
to  serve  these  purposes  with  minimum  al- 
terations. The  Audio-Visual  Library  was 
therefore  allocated  6144  square  feet  on  the 
main  floor  and  2496  square  feet  on  the  mez- 
zanine, making  a  total  of  8640  square  feet 
of  floor  area. 

A-V  Needs  of  Schools  To  Be  Served 

♦  San  Diego  County  covers  4250  square 
miles  of  territory  with  schools  located  in 
practically  all  sections  except  the  north  cen- 
tral mountainous  area.  There  are  79  ele- 
mentary schools,  3  junior  high  schools,  11 
high  schools,  and  2  junior  colleges,  all  of 
which  regularly  receive  service  from  the 
Audio-Visual  Library. 

School  audio-visual  needs  directlv  effect- 


ing the  library  posed  the  following  three 
general  problems : 

a.  Providing  an  adequate  supply  of 
quality  Audio-Visual  materials  and 
equipment. 

b.  Distributing  and  maintaining  these 
materials  and  equipment. 

c.  Rendering  professional  assistance  in 
their  effective  utilization. 

Housing  arrangements  were  planned,  there- 
fore, to  expedite  these  needs. 

The  first  planning  step  was  to  arrange 
the  three  general  problems  into  a  "Cycles  of 
Work"  diagram  showing  the  ideal  relation- 
ships necessary  for  their  accomplishment. 
As  revealed  in  Figure  1,  a  library  possessing 
these  relationships  would  be  constructed  in 
such  a  manner  that  every  work  area  would 
be  as  nearly  as  possible  in  perfect  juxta- 
position to  all  other  areas  affecting  it.    To 


APRIL     .      1948 


build  a  structure  identical  to  Figure  1  would  be 
impracticable  since  the  element  of  distance  was 
naturally  not  present  in  a  diagram  of  relation- 
ships. Each  possible  work  area  location  possesses 
certain  advantages  and  also  disadvantages  in  its 
relation  to  other  work  areas.  Therefore,  in  prac- 
tice, each  must  be  actually  placed  so  that  it  ful- 
fills the  greatest  number  of  required  relationships 
without  seriously  violating  the  distance  factor. 

The  second  step  of  planning  involved  taking 
the  ideal  relationships  of  Figure  1  and  incorporat- 
ing as  many  as  practicable  into  structural  reality 
as  shown  in  Figure  2.  An  existing  building  with 
certain  unchangeable  features  had  to  be  considered 
as  the  point  of  departure.  Each  work  cycle  was 
treated  separately  in  this  phase  of  planning. 

The  Procurement  and  Production  Cycle 

IDEAL  RELATIONSHIPS:  As  we  follow  the 
procurement  and  production  cycle  in  Figure  1,  we 
see  that  most  of  the  evaluation  for  school  needs 
takes  place  in  the  field.  Materials  to  meet  these 
needs  will  either  be  procured  from  outside  .sources 
or  produced  in  the  library  itself.  To  accomplish 
necessary  research  and  to  develop  new  instruc- 
tional materials,  there  must  be  reference  mate- 
rials space  coupled  with  a  workshop  area  where 
development  and  production  can  be  carried  on.  The 
photographic  laboratory  plays  a  vital  part  in 
this  phase  of  the  cycle  and  should  be  close  at 
hand.  Space  should  be  provided  in  this  vicinity 
for  the  cataloging  of  all  acquisitions  to  the  library. 
To  function  efficiently,  the  professional  staff 
should  have  easy  access  to  written  records  and 
audio-visual  literature,  with  previewing,  prehear- 
ing and  conference  facilities  also  near  at  hand. 

PRACTICAL  APPLICATIO.N:  As  indicated  in 
Figure  2,  it  was  decided  to  place  our  professional 
staff  offices  near  the  front  of  the  library  with 
reference  files  nearby.  Provision  has  been  made 
for  small  but  effective  professional  libraries  in 
each  staff  member's  office.  Current  periodical  space 
is  located  in  the  teacher  work  area  adjacent  to 
the  staff  offices,  and  complete  files  on  commer- 
cial .sources  are  readily  available  to  the  profes- 
sional staff.  Previewing  and  prehearing  rooms  are 
directly  down  the  corridor.  The  work  space  re- 
quired for  Cataloging  is  located  on  the  mezzanine 
ne.xt  to  Production  and  Repair  sine*  all  these  sec- 
tions have  similar  problems  and  in  many  instances 
require  common  tools.  The  Photographic  Lab- 
oratory is  also  on  the  mezzanine  to  form  a  com- 
posite unit  with  the  Re-search-Development  and 
Production  sections.  Newly  produced  materials 
and  new  purchases,  after  processing  and  catalog- 
ing, are  placed  in  storage  on  the  main  floor.  Space 
for  small  conferences  and  demonstrations  with 
dealers  is  provided  for  in  the  professional  staff 
offices  while  the  preview  room  or  sound  stu<lio 
may  be  utilized  for  larger  conferences. 

The  Distribution  Cycle 

IDEAL  RELATIONSHIPS:  Distribution  arrange- 
ments should  provide  for  the  effective  receiving, 
repairing,  storing,  booking,  and  shipping  of  Audio- 
Visual  materials  and  equipment.  The  Distribution 
Cycle  shown  in  Figure  1  reveals  ideal  relationships 
required  for  this  work.  Receiving  is  shown  as 
accessible  from  the  loading  platform  and  separate 
from  Shipping  in  order  to  help  eliminate  possibili- 
ties of  error  between  the  two  sections.  To  keep 
transporting  distances  at  a  minimum.  Storage  is 
placed  close  to  Receiving  with  Repairing  nearbv. 
Heavier  materials  should  be  as  close  to  Shipping 
as  possible  with  lighter  materials  placed  in  the 
more  remote  storage  sections. 

If  maximum  efficient  turnover  is  to  be  achieved 
there  must  be  a  constant  interplay  between  Re- 
ceivmg  and  Booking,  with  the  latter  located  near 
the   professional   staff   offices   for   easv   reference 


in  answering  inquiries  regarding  availability  or 
furni.shing  other  information  on  distribution. 

PRACTICAL  APPLICATION:  Referring  to  Fig- 
ure 2.  delivery  trucks  drive  inside  the  building 
for  loading  and  unloading  of  materials  and  equip- 
ment. Receiving  is  placed  as  close  to  Storage  as 
possible  without  being  too  far  from  the  loading 
and  unloading  platform.  A  stairway  near  the 
shipping  and  receiving  corridor  facilitates  the 
tran.sporting  of  damaged  materials  to  the  Repair 
Section  on  the  mezzanine  directly  overhead.  Mo- 
tion picture  films  are  moved  directly  from  Re- 
ceiving to  the  Film  Check  unit  and  then  to  Storage. 
Materials  other  than  films  are  stored  in  compact 
cells  along  either  side  of  a  wide  corridor.  Stor- 
age of  all  the  heavier  materials  such,  as  films, 
dioramas,  wall  pictures,  study  prints  and  records 
are  placed  closer  to  Shipping  than  are  the  lighter 
materials.  Booking  is  close  to  Receiving  and  also 
in  direct  contact  with  the  professional  staff  offices. 
The  booking  Clerk  is  well  situated  in  relation  to 
the  Will  Call  counter  and  is  able  to  give  informa- 
tion on  routine  booking  requests.  It  was  necessary 
to  place  Shipping  clo.se  to  the  School  Library 
(books)  Service,  since  Audio-Visual  materials 
and  books  are  distributed  together,  and  the  rel- 
atively greater  weight  of  books  made  it  desirable 
to  reduce  to  a  minimum  their  hauling  distance. 
The  entire  distribution  cycle  is  closely  coordinated 
through  an  inter-communication  system  connect- 
ing all  sections.  Delivery  calls  are  made  to  each 
school  in  the  county  once  each  week. 

The  Utilization  Cycle 

IDEAL  RELATIONSHIPS:  Figure  1  indicates 
that  the  professional  staff  should  be  the  first  con- 
tact made  by  visitors.  Such  an  arrangement  pro- 
vides for  the  rendering  of  a  better  coordinated 
service  in  meeting  the  needs  of  visitors  with  a 
minimum  of  time  involved.  Adequate  work  space 
with  index  files,  tables,  chairs  and  a  supply  of 
requisitions  and  catalogs  provides  teachers  with 
an  ideal  area  for  utilizing  resources  of  the  library. 
Audio-Visual  staff  offices  adjoining  insure  ready 
information  and  professional  help  from  staff  mem- 
bers. After  tentative  selections  have  been  made, 
adequate  previewing  and  prehearing  facilities 
should  be  easily  accessible.  The  storage  area 
should  provide  for  an  orderly  appraisal  of  avail- 
able materials.  This  arrangement  provides  ease 
of  movement  from  Teacher  Work  Area  to  Displays, 
Index  files.  Previewing  and  Prehearing  facilities, 
Storage  and  jjrofessional  staff  offices. 

PRACTICAL  APPLICATION:  Figure  2  shows 
that  persons  entering  the  lobby  may  go  directly 
into  the  Teachers'  Work  Area  where  a  receptionist 
facilitates  the  meeting  of  proper  parties.  The  pro- 
fessional staff  is  close  to  the  Teacher  Work  Area 
which  is  supplied  with  index  files,  tables,  chairs, 
requisition.s,  and  catalogs.  Leading  from  this  area 
is  a  broad  corridor  running  the  length  of  the  li- 
brary. Individual  storage  cells  lining  both  sides 
of  the  corridor  provide  complete  accessibility  to 
materials.  Previewing  and  prehearing  rooms  lo- 
cated directly  at  the  corridor's  end  are  convenient 
for  teachers  assessing  their  tentative  selections. 
The  professional  staff,  when  working  with  visi- 
tors, can  make  Booking  inquiries  readily  with  the 
Booking  section  located  as  it  is,  adjacent  to  the 
staff  offices. 

The  entire  floor  plan  was  designed  to  present 
a  logical  pattern  of  activity  through  which  visi- 
tors could  have  their  requests  efficiently  fulfilled. 
A  review  of  Figure  2  indicates  that  provision  for 
the  following  successive  stages  of  library  usage 
has  been  made : 

INTRODUCTORY  STAGE 

Lobby: 

Integration  of  Curricular  Services  through  ex- 
hibits. 


PLANNING  STAGE 

Teacher  Work  Area: 

Contact  with  Receptionist,  Professional  Staff. 
REVIEWING  STAGE 

Corridor: 

Literature.  Index  Files,  Catalogs. 
Access  to  exhibits,  storage,  previewing  and  pre- 
hearing facilities. 

DECISION  STAGE 

Teacher  Work  Area: 

Final  verbal  and  written  requests  concluded 
booking  facilities,  requisitions  placed  for  de- 
livery. 

Educational  Philosophy  Under  Which 
the  Library  Would  Function 
♦  Employing  democratic  and  cooperative  methods 
tlie  San  Diego  County  Schools  Curricular  Services 
advise  and  help  teachers  and  administrators 
throughou*  the  county  to  meet  the  educational 
needs  of  children  in  their  schools.  Curricular  staff 
members  function  as  a  team,  bringing  to  bear  the 
most  effective  combination  of  persons  and  skills 
to  meet  problems  arising  in  the  field. 

Audio- Visual  Service,  from  this  point  of  view 
IS  conceived  as  being  part  of  the  total  Curricular 
Services  pattern.  It  does  not  function  in  isolation 
from  other  services,  but  contributes  by  virtue  of 
Its  potentialities  as  an  integral  element  in  the 
total  effort.  The  possibility  of  improving  instruc- 
tion through  Audio- Visual  materials  and  methods 
IS  therefore  predicated  on  its  genuine  acceptance 
by  other  members  of  the  staff,  and  by  the  teachers 
and  administrators  of  the  county. 

With  an  understanding  of  teaching  and  general 
supervision  as  a  basis,  the  Audio-Visual  profes- 
sional staff  executes  its  primary  responsibility  in 
this  team  by  contributing  high  quality  varied  in- 
structional materials,  equipment,  and  effective 
Audio- Visual  teaching  methods. 

In  the  light  of  a  philosophy  which  makes  pos- 
sible such  cooperative  effort,  it  is  necessary  that 
housing  plans  make  close  intra-staff  relationships 
possible.  Too  much  emphasis  cannot  be  placed 
upon  the  fact  that  general  and  special  coordinators 
have  limited  time  to  avail  themselves  of  help  from 
the  Audio-Visual  staff.  The  more  closely  they  are 
situated  to  the  Audio-Visual  Library,  the  better 
are  the  possibilities  that  they  will  use  Audio-Vis- 
ual materials  and  techniques  to  augment  the  effec- 
tiveness of  their  particular  service.  Short  consul- 
tations, plans  for  coming  events,  arrangements 
for  demonstrations,  and  ordering  of  materials  take 
place  before  coordinators  leave  for  the  field  or 
upon  their  return.  Physical  proximity  facilities 
inter-action  which,  in  turn,  builds  in  the  conscious- 
ness of  all  concerned  the  values  and  implications 
of  varied  instructional  methods  and  materials. 

The  functioning  of  this  democratic,  coopera- 
tive philosophy  in  teacher-administrator  relation- 
ships places  the  highest  responsibility  upon  every 
professional  and  clerical  person  of  the  Audio-Vis"- 
ual  staff.  The  highest  compliment  to  our  library 
IS  a  personal  visit  by  teacher,  coordinator,  or  ad- 
ministrator. Such  a  visit  is  significant  for  several 
reasons.  The  most  important  is  that  it  indicates 
a  realization  of  the  importance  of  using  varied  in- 
structional materials.  Need  for  improving  all  pha- 
ses of  curriculum  development  may  also  be  de- 
duced from  such  visitations.  These  visitations 
moreover,  constitute  evidence  that  an  in-service 
training  program  is  functioning.  All  of  the  above 
are  more  significant  when  one  realizes  the  long 
distance  between  our  county  schools  and  the  Serv- 
ice Center. 

In  conclusion,  it  may  be  said  that  the  success 
of  an  Audio-Visual  Education  program  is  not  to 
be  judged  so  much  by  ph.vsical  facilities,  whatever 
the  size,  but  rather  by  the  quality  of  sincere  and 
genuine  help  extended  to  those  for  whom  it  was 
designed  to  serve. 


We  go  to  the 

CIRCUS 


tX 


WE  USED  the  two  dims, 
Cn-ciis  People*  and  Circus 
AniiiKils  in  umisual  circum- 
stances—our  groiij)  ol  aljout  35  sec- 
ond-grade children  iflio  had  hod  n<> 
experience  w'nh  educational  films 
viewed  them.  The  children  had  just 
completed  their  unit  on  the  circus 
and  so  joyfully  contemplated  seeing 
elephants,  bears,  and  other  circus 
animals.  Before  seeing  the  two  films, 
the  children  were  asked  to  think  and 
talk  about  what  they  ihoiiglit  \vnul(l 
be  in  the  films. 

They  responded  cagerh  ami  wcr^' 
quick  to  contribute  to  a  list  wliich  I 
put  on  a  bulletin  board.  Then  they 
listed  their  (juestions  about  some  of 
the  animals  and  jjeople  we  were  to 
see.  Here  is  their  list: 
Elephant,  tiger  (not  in  film) ,  bear 
(not  in  film) ,  lion  (not  in  film) , 
leopard  (not  in  film) ,  clown,  parade, 
horses,  ponies,  juggler,  float,  seal, 
hump,  tent,  trunk. 

*'C'ncus  Peojile"  and  "Circus  Anltiiah,"  16- 
iiiiii  Kodaclirome,  -lOO-jout,  sound  films. 
Academy  Films.  144S  West  61st  St.,  Los 
Angeles  44,  California. 


b\   Ksilur  Hciisoii 

Audi()-]'isu(il    .lids    Society,    .luuha, 
.Minn.  I'lililic  Schcxds 


Here  aif  theii    (|in'stioii^: 
.\niiiials— H7;r;/   llicy  do.    WInit   thi\ 

eat  and  drink. 
People— A'/;;r/,v  of  peopli'  -a<ho   icork 

ill    the    (ircus.     ]]'hat    they    do. 

Where  lliey  live.  What  they  eat. 
Following  this,  the  children  saw 
the  two  kodachrome  films.  Circus 
People  and  Circia  Animals.  Tlie\ 
proved  a  very  enjoyable  and  stiimi 
kiting  experience  to  these  jjrimary 
children.  Circus  People's  opening 
scene  is  that  of  unloading  the  big 
tent  from  a  circus  train  and  setting 
it  up  for  the  big  show.  The  luunan 
aspect  of  the  circus  people  is  shown 
by  the  preparation  of  food  for  meals, 
the  washing  of  clothes,  and  the  wag- 
ons in  which  the\  li\e.  .\  consider- 
able amount  of  the  film  is  devoted 
to  the  sho\viest  of  circus  ]jeo|)le,  the 
clowns,  one  of  whom  allows  us  to 
go  backstage  and  watch  him  make 
up  ami  dress.  Spectators  buying  tick- 


els  anil  lialloims  am!  llie  paiatie  of 
(ircus  animals  bring  (,'n((/,s  People 
to  a  (lose. 

Kle])haiUs.  ponies,  a  /ebia,  show 
horses,  a  seal,  and  camels  are  pic- 
tured in  Circus  .Animals.  The  chief 
(haracier,  |umbo,  the  largest  ele- 
))hant.  is  jnit  through  his  paces  as  he 
|)ulls  wagons,  unloads  a  lent,  eats 
lia\  and  (li  inks  water,  is  cleaned  and 
gets  dressed  in  his  coUjrfid  circus 
blanket,  and  ])ractices  a  few  stunts. 
Shorter  scenes  show  camels  and 
horses  being  taken  care  of  and  tlie 
lattci  dance  with  their  master.  Cir- 
(  us  .iiiimals  likewise  concludes  with 
the  i^arading  of  animals  and  circus 
people. 

It  was  disappointing  to  the  chil- 
dren to  disco\er  that  a  nmnber  of 
animals  which  they  thought  would 
ap]3ear  in  the  films  did  not  do  so. 
(See  their  list.)  They  mentioned 
bears,  lions,  and  tigers,  for  instance. 
They  also  missed  the  trapeze  artist. 

Of  course  this  experience  is  to  be 
expected,  for  to  us  mature  and  ex- 
])erienced  teachers,  we  have  come  to 

(  P  L  E  ASK      T  11  R  N       TO       PAGE      35) 


seooocoQCoosooooseoooooGCOGOOoooooooooooooooecccoeccosoecooo(»0oeoseeeeeeeeeeee<eeeooo< 


JuiiiImj  is  a  hard  -worker  beliiud  the 
scenes.  Later  she  will  be  a  lolorjul 
jxnticipant    in    the   parade. 


Circus  workers  drive  in  the  stakes, 
get  ready  to  lift  the  main  pole  as 
the   bii^  shoif   prepares   to   open. 


In  the  film  we  peek  ox'er  the  shoul- 
ders of  the  men  who  prepare  food 
for  dozens  of  hungry  workers. 


.4PRIL     •     1948 


23 


AUDIO-VISUAL   MATERIALS  AND   THE 

California  Primary  Level 
Social  Studies  Framework 

by  Lovellc  C.  Downing,   General  Supervisor,  Butte  County  Schools,  Californiii 


IN  BUTTE  COUNTY,  as  in 
111  a  II  y  other  counties,  large 
or()ii])s  of  children  are  being 
taught  by  teachers  who  are  eager  to 
do  good  work  ;/  someone  will  just 
point  the  way.  This  is  a  challenge- 
to  the  supervisor— teacher-educator. 
Thus— 

As  a  pan  ot  the  lUute  Count)  in- 
service  program,  a  series  ot  group 
teacher  meetings  has  lieen  held  to 
become  lamiliar  with  the  state  ol 
California's  social  studies  plan.  I 
worked  with  primarv  grade  teaciurs. 

The  conference  reported  here  was 
worked  out  and  presented  to  teach- 
ers, audio-\isual  directors,  supervi- 
sors, and  superinieiulents  at  the  sec- 
lioii   iiHctiiig   pre\  ioiish    mentioned. 

The  Setting 

A  new  teacher  had  recently  moved 
to  Milltown  where  her  husband  was 
employed.  She  taught  school  before. 
The  local  school  asked  her  to  teach 
primary  grades.  Her  principal  sug- 
gested that  she  go  to  the  County  Of- 
fice of  Education  where  she  ^vould 
find  a  memiier  of  the  professional 
staff  who  could  help  her  learn  ol 
a\ailal)le  audio-visual  iiialeriaK  .iiul 
the  stall'  plan. 

The  Conference 

New  Teacher:  1  <aiiie  lo  gel  help 
with  ilu-  primaix  social  sliulies  |)ro- 
giaiii. 

Miss  I).  (Supervisor):  liu  ^lad  nou 
came.  The  state  l^amc^^■ol■k  in  ilic 
field  of  social  suidies  which  \ve  are 
lollowing  in  our  (ouiit\  ser\es  as  a 
guide  lo  suggest  the  broad  uiiils  ihal 
may  be  taiigiu  at  dilleieni  grade  lev- 
els.   However,  each  coiiniN   is  free  to 


(Editor's  Xote:  The  manner  in  \elti(li 
the  state  of  California's  implementa- 
tion of  the  fratneworli  ot  tlie  social 
studies  in  the  elementary  siliools  is 
being  presented,  particularly  to  new 
teachers,  is  illustrated  through  this 
typical  description  of  the  utilization 
of  tlie  plan  in  Butte  County,  Cali- 
fornia.) 


make  adaptations  to  fit  local  needs. 
1  should  like  to  begin  b\  showing 
\ou  a  set  of  slides  which  illustrate 
the  i)asic  drives  or  urges  of  bo\s  and 
girls.  Please  come  with  nie— I  will 
ask  Mr.  R.,  our  audio-visual  direc- 
tor, to  help. 

Supervisor  continues:  C^hildren  learn 
best  when  they  ha\e  opportunit)  to 
satisfy  some  of  the  basic  drives.  Let's 
stall  wiih  curiositv. 


inlormation      through     communica- 


SATISFYING  TNE  DESIRE 

TO 
^  BE 

I      CURIOUS 


^<)ll  lia\e  w.iuheil  (hildicii  at 
laiuloiii  pla\  and  ha\e  noticeil  how 
ilic\  like  lo  inxestigate,  explore,  tlis- 
(o\er,  and  ask  cpiestions.  Children 
(diiH  lo  school  with  this  same  urge. 
l.uck\  is  ihe  child  ^vhosc  teacher  en- 
coinagcs  ii  antl  allows  it  to  grow. 
This  (lri\e  leads  logicalh  into  the 
(hiltl's  desire  to  share  his  new  foimd 


SATISFYING  TNE  DESIRE 
TO  ENGAGE  IN  DRAMATIC 

PLAY 


•    The  desire  to  imitate  adult  life 
through  dramatic  play. 


SATISFYING  THE  DESIRE 

TO 

MANIPULATE 

AND 

.    r^    CONSTRUCT 


^■^ 


^^. 


•    The    desire    to    manipulate    and 
construct. 


SATISFYING  THE  DESIRE 
TO  EXPRESS 
THCHSCLVCS 
CREATIVELY 
THROUGH  ART 
MUSIC.RHYTHM. 

AND 

LITERATURE 


•V^ 


The  desire  for  esthetic  expression. 


24 


SEE    AND    HEAR 


^^ 


SATISFYING  THE  DESIRL 
^^^-'  TO  BL 

PHYSICALLY 
ACTIVE 


^fe^ 


^■x.^ 


•   The  desire   for  physical   activity. 


New  Teacher:  lUii  1  still  want  lo 
know  about  the  units.  How  do  \ou 
scleci  a  iniit  and  who  decides  on  the 
one  to  be  taiighir 

Supervisor:  Let's  look  at  our  chart 
which  illustrates  the  primary  se- 
(|uence  of  the  social  studies  program. 
This  setiuence  is  recommended  by 
the  state  Iramework  in  social  studies 
but  ^\e  ha\e  adapted  it  to  lit  our 
local  rural  needs— each  unit  selected 
is  determined  b\  what  seems  most 
appropriate  for  that  school  at  that 
particidar  time. 


PRI.M.\RY  .SEQUENCE   OF  THE 
SOCI.\L  STUDIES  FR.\ME\V  ORK 

iBulle  County  Adaptation! 

Kindergarten  and  Grade  I 

Home,  School  and  Neighborhood 

Grade  II 

Community  Studies 

Life  on  the  Farm 
The  Dairy  Farm 
People  \S\\o  Protect  Us 
Trucks  and  Freight  Trains 

Grade  III 

Life    in    a    Modern    Community 

(Butte  County) 
Life    in    a    Primitive    (lonimunitv 


New  Teacher:  And  since  I  am  to 
teach  the  first  grade,  it  looks  as  if  I 
should  Man  with  the  unit  on  the 
Hoir.e.  Sdiool  and  Neighborhood. 
Supervisor:  \es.  and  it  is  a  most 
satisf\ing  iniit  for  beginning  chil- 
dren. 

New  Teacher:  1  am  biginniiig  to  see 
the  possibilities.  My  principal  said 
I  might  secure  some  teaching  mate- 


lials  from  \oii.  When  I  moved  I 
didn't  ijring  my  school  materials 
with  me. 

Suj)ervis()r:  \es.  it  takes  time  to  col- 
lect materials.  Our  audio-\isual  di- 
rector mav  ha\e  something  to  lul]) 

.Vudio-Visual  Director:  One  excel- 
lent source  of  teaching  material  for 
this  unit  is  the  (lat  pictine.  Here  is 
a  group  of  moiuHed  Hal  pictures 
liom  magazines.  'I'hey  relate  to  the 
unit  and  shoidd  be  a  |)art  of  everv 
teacher's  fde.  These  pictures  may  be 
used  as  i)idletin  board  material  and 
lor  class  discussion.  I  hev  are  dassi- 
lied  under  such  headings  as:  .\Iem- 
i)ers  of  the  Famil\.  Kinds  of  Homes, 
Faniilv  Fim.  .Mother's  Work,  Father's 
Work,  Rooms  ol  a  Home,  and  other 
similar  headings.  .\s  \ou  begin  your 
collection,  encourage  the  children  to 
hel])  ^ou. 

New  Teacher:  1  hat  is  a  good  sug- 
gestion and  oiu  that  1  can  act  on 
inmiediateh. 

.\udio-Visual  Director:  Here  is  a  set 
of  filmstrips  called  "Cooperalive  Lw- 
iiig  ill  the  Home."  There  are  five 
in  the  set.  The  teacher  might  begin 
b\  discussing  with  the  children  a 
particular  set  ol  jjictures  which  she 
has  piu  on  the  bulletin  board  to 
]jrepare  them  for  the  filmstrip  she 
wishes  to  use.  This  woidd  lead  na- 
turally into  the  personal  experiences 
of  each  child.  \\'hen  readiness  has 
been  developed,  the  children  will  be 
receptive  to  such  filmstrips  as  Tlif 
Day  Begins,  Mother  Cures  For  The 
Family,  Father  Works  For  The  Fam- 
ily, The  Children  Hat'e  A  Busy  Day 
and  Holiday.  Suppose  I  show  Holi- 
day.* 


/-*f< 

HOW  WE  SAVE 

We  put  on  old    clothe  s   afler  school 

We  take    out  just     what    food 
we    can    eat. 

We    turn  out     liqhts 
when   we  do  not    need    them 

We   do    not    buy  foolish  thincjs 


I 


if 


FUN  WITH  FATHER 

Father  and    I  play    boll 
We  <3o  to  tlio    hills  CXI   Sunday 
We  cp  fishinq   toqether 
Some+imes    we    hunt  rabbits 
In  the  eveninq   Forfter  and   I    box. 
I  take    walks    with    Father 


New  Teacher:  1  understand  what 
\()u  mean  b\  |)ieparing  the  children 
lor  the  filmstri]).  but  after  the  tilm- 
siiip  is  sli()\\n.  what  do  \ou  do.' 

.\udio-Visual  Director:  1  am  glad 
\ou  ;ire  also  concerned  with  "hjllow- 
up."  1  feel  it  is  one  of  the  most  ini- 
jjortant  steps.  Look  at  these  experi- 
ence charts. 

These  are  examples  of  the  out- 
growth of  class  discussion  and  c<wp- 
erative  stor\  writing,  which  came  as 
a  result  of  using  the  filmstrips.  Later 
the  children  illustrated  the  stor\. 
The  desire  to  conmuinicate  and 
share,  the  desire  for  esthetic  expres- 
sion are  but  two  of  the  drives  that 
A\ere  satisfied  through  the  utilization 
of  \isual  material.  This  is  just  one 
kind  ol  utili/aiion. 

New  Teacher:  1  see  how  one  can 
help  children  understand  factual  in- 
formation, but  what  can  I  do  to  help 
ile\elop  altitudes  and  appreciations? 
(;an  that  be  achie\ed  at  the  six-vear- 
old  lever- 
Supervisor:  We  tan  jjlant  the  seed. 
rile  ;ic(|iiisition  of  attitudes  and  ap- 
preciation is  all  a  part  of  the  learn- 
ing process.  Eacii  teacher  does  some- 
thing for  each  successive  group  of 
children.  Sometime  you  will  want 
to  use  Knimi  sound  films  to  help  \ou 
with  that  problem.  One  of  these  is 
Family  Teamu'ork.**  When  you  use 
it.  whv  don't  \c)u  in\ite  the  parents 

(I'l.FASE      Tl  RN       TO      PAt;E      33) 


*Long  Filmslide  Service,  Berkeley,  Calif. 
"Family  Teamwork  16mm  sound.  22  miii., 
lii-W.  5W.  Simmel-Mesen'ry.  Inc..  }2I  S. 
livvirh-    Drive.   lieverh    Hills.   California. 


APRIL 


19  4  8 


25 


Teaching  Primary  Reading  with 

SOUND  MOTION  FILM 

by  S.  G.  MtCracken 

PyiuclpdI.  Tli'iddi'Ks  Sici'eus  R:  West  Sidr  Elementary  Schools 
Xeii'  Castle.  Petnisyh'aiiia 


Wi:  HAVE  BEEX  EXPERI- 
MENTING throughout  the 
present  )ear  in  oiu"  two  ele- 
mentary schools  to  disco\er  ;\'hat 
value  may  be  attached  to  the  use  of 
soimcl  motion  film  in  the  teaching 
of  reading  at  the  primary  level.  This 
study  has  revealed  to  our  satisfac- 
tion three  pertinent  residts: 

1.  If  good  motion  films  are  properly 
coordinated  with  the  more  common 
somce  materials,  the\  can  ser\e  as 
invaluable  aids  to  the  teaching  of 
reading  in  the  first  three  grades. 

2.  There  are  no\\'  a\ailable  at  least 


fift\  soinid  films  which  were  made 
under  the  supervision  of  educators 
expressly  for  use  with  children  and 
which  meet  the  recjuirements  for 
good  teaching  films. 
3.  The  value  of  films  in  the  ]jrimar\ 
grades  would  be  greath  increased 
if  we  could  ha\e  films  which  were 
made  es]3ecially  to  accompany  the 
textbooks  in  the  reading  series  from 
■which  we  are  teaching. 

The  fifty  films  we  have  used  this 
\ear  have  been  surprisingly  helpful 
in  teaching  not  only  new  words  but 
also  enunciation  and  expression,  and 


e\en  in  influencing  reading  speed. 
Cood  films  are  the  best  source  of 
motivation  we  have  found.  Sound 
films  are  the  nearest  things  to  real 
life  experiences  that  can  regularly  he 
brought  into  the  classroom.  For  ex- 
ample, several  months  ago  we  asked 
a  second-grade  girl  whether  she  had 
seen  a  cow  being  milked.  She  replied 
that  she  had  not.  Some  weeks  after 
sho;\ing  her  a  motion  picture  aboiu 
cows,  we  asked  her  the  same  ques- 
tion. Her  answer  this  time  was,  "Oh, 
\es  I  have.  Sometimes  people  milk 
them  with   their  hands,   but   mosih 


li 


•  P^igure  1  shows  a  second-grade  class 
at  work  on  a  stor\  imit,  "fiminie 
Learns  .About  Milk."  .\mong  the 
new  words  which  the  manual  directs 
us  to  teach  in  this  imit  are  "pasture," 
"grass,"  "machine,"  and  "cool."  The 
color  film.  Dairy  Farm*  was  used 
\\ith  this  story.  .As  \ou  will  sec,  the 
projector  has  been  stopped  and 
shows    a    still    picture    of    two    cows 


•  111  Figure  2  the  film  has  been 
siiowing  the  milking  macliine  at 
work,  and  the  narrator  has  explained 
its  use.  Now  the  pupils  examine 
the  word,  "machine,"  on  the  black- 
l)oard.  Finally  they  watch  the  farmer 
"Cooling  the  milk  to  stop  the  growth 
ol   bacteria." 


*  Dairy  Farm,  tf^  nun.  miiokI.  (olnr.  1-f 
niin..  Coronet  In\ti  u(  tional  Films.  Coro- 
net   Building.    Cliieai^o    1.    Illinois. 


26 


SEE     AND    HEAR 


they  pull  the  milk  out  with  shiny 
pieces  of  Jjipe  that  go  up  and  down." 

Coordinating  the  use  ol  film  with 
other  materials  in  our  primary  read- 
ing classes  is  illustrated  l)v  the  ac- 
companying [)hotographs. 

As  |)r(\ii)usl\  mentioned,  ;\e  ha\e 
oiind  aboui  fifty  teaching  fdms 
vvhich  wire  made  for  use  at  the 
jjrimaiv  le\el.  Our  study  iniluded 
.'.n  examination  of  each  iniit  in  oiu' 
primary  grade  reading  series  to  de- 
termine those  ^v^th  which  one  or 
more  of  these  selected  films  could  be 
used.  Opposite  each  story  title  we 
listed,  in  the  order  of  prominence, 
the  things  that  the  unii  \\.i>>  about 
(farm,  horse,  kitten,  snow).  Then  it 
was  a  simple  matter  to  assign  films 
lo  the  stories.  There  are  b4  units  in 
our  grade  1  reading  textbooks.  Films 
were  found  to  accompany  -fO  of 
them.  In  grade  2  there  are  80  stories, 
and  films  for  60  of  them.  The  grade 
3  books  contain  76  stories  with  films 
to  fit  40. 

Some  of  the  films  can  be  used 
with  se\eral  different  stories  in  the 
same  and  in  different  grades.  For 
example,    the    fUm    Poultry    on    the 


[■'arm*  is  a  natuial  pi(iuii-  lo  ac- 
(ompan\  llie  fhsl-giadc  unit.  "  I^vo 
f'els."  a  stor\  l)uill  around  labbii-, 
and  ducks.  Il  jIso  i;c>is  well  willi 
".\  lamily  in  the  Barn"  (chickens, 
liorses,  kittens),  "The  White  Hen" 
(chickens),  "Puff  Wauls  to  Play" 
(kittens,  chicktns.  pig).  "In  and 
Oiu"  (chickens,  duiks,  pony,  co\v), 
"Red  Hen  and  ihc  Vahntinc" 
(cluiki-n>).  anil  'liliic  l)u<k  talks" 
(ducks). 

[n  grade  2  the  s.uiie  film  goes  well 
^\itll  "Who  Likes  a  Party"  (poultry, 
animals).  "The  Birihdav  Present" 
(horse,  thickens),  "The  .Animals 
Who  Made  a  Home"  (sheep,  geese), 
and  wiih  ".Mrs.  Goose  Has  a  Pail\" 
(geese). 

fu  grade  3  this  picture  also  fits 
"Ijcuiiy's  Trick"  (chickens),  "|usi 
Like  Magic"  (eggs).  "Mrs.  Goose's 
Hath"  (geese),  and  "Simpleton" 
(geese).  Of  coiusc,  jilnis  can  be  used 
more  than  once  in  the  same  class. 
Children  like  lo  see  their  favorite 
fjictures  over  and  over  just  as  titey 
enjoy   reading   their   f/corite  stories 

"  Poullrx  On  Tlw  l-'iinii.  Id  mm.  souiiil. 
B  &  IV,  II  iiiiri.,  Encyrl()l»ic(lia  Brilnnnicd 
Films.     JVilmi'ltf.     Illinois. 


again  and  agai)i.  The  film  can  be 
used  ONCE  to  teach  the  netu  words, 
a(;ain  for  the  story  (widening  exjwri- 
ence)  and  joy  llie  esfrression  of  the 
narrator,  and  sin.i.  other  times  to 
stress  pronunciation,  reading  sfjeed, 
etc. 

The  residis  ol  iliis  siudv  on  ilic 
use  of  soimd  motion  film  al  ihe 
primary  le\el  prom|)ts  me  lo  make 
I  111  lollowing  ol)ser\ations: 
\.  I'ilm  is  generally  accepted  as  a 
valuable  teaching  aid  in  the  middle 
grades  and  in  tiie  secondary  school 
for  such  subjects  as  historx,  geog- 
raphy, and  the  exact  sciences.  //  can 
be  just  as  efjectix'e,  if  fjrnperly  co- 
(.rdinated,  for  teaching  reading  in 
the  first  three  grades. 

2.  .\n  ideal  .somxe  of  film  su])|il\ 
\\()uld  be  for  edticational  publisheis 
lo  make  a\ailal)le  fdms  which  were 
produced  to  attompany  their  own 
leading  lexiljooks.  They  could,  for 
instance,  stress  the  same  new  words 
which  ap|)ear  in  I  heir  leailur  man- 
uals. 

3.  There  are  80  uniis  in  our  jjiimarx- 
leading  series    lor   whiili    no   sound 

(  1'  I.  K  A  s  e    r  1   r  \     1  ( )    I'  \  (,  1-    y  li  j 


ri 


•  Figure  'A  illustrates  ihe  \ersaiility 
of  litis  film  as  it  is  transferred  to  a 
first-grade  room  to  help  teach  a  story 
unit  called  "Visiting  ,-V  Farm."  The 
new  words  to  be  taught  are  on  the 
blackboard.  The  film  was  stopped 
to  show  the  still  picture  you  see  just 
after  the  narrator  said,  "The  calf 
has  a  good  breakfast."  Xow  the 
children  turn  to  sttidy  the  new- 
word,  "breakfast." 


•  In  Figure  4  our  narrator  has  just 
told  the  class,  "No  farm  is  complete 
without  a  pony,"  as  the  screen  shows 
action  scenes  of  the  farm  children 
with  their  favorite  pets.  This  film 
Dairy  Farm  is  just  as  useful  for  the 
teaching  of  many  other  words  in 
each  of  the  first  three  abrades. 


ijihir^ 


71 


APRIL     .     1948 


A  Basic  16  mm 

MOTION  PICTURE 
PRODUCTION  UNIT 


by  Neal  Keehn  and 
Leonard  Keck  of  tlie 
Calvin  Comj)0)iy 


For  Schools 


WHAT    EQUIPMENT    DO    WE    NEED     to 
phoiograph  motion  pictures?  What  is  essential 
ami  wiiat  should  the  school  buy  on  a  liinitcd 
budget? 

More  and  more  teachers,  supervisors  and  adminis- 
trators are  becoming  proficient  in  the  use  of  photo- 
grajjhic  still  and  sound  ec]iii]jnient.  As  this  occurs  they 
realize  more  and  more  the  value  of  documenting  the 
activities  and  purposes  of  the  school,  both  as  a  means 
ot    retaining    a    record    of   events   and   as   a    means   ol 


reporting  on  school  activities  to  the  commimitv  served. 
As  we  again  ajjproach  the  budget-making  time  of  the 
school  year,  incjuiries  have  been  coming  in.  What 
equipment  is  necessary?  What  expense  is  represented 
so  that  we  may  put  together  an  intelligent  budget 
estimate  upon  which  we  mav  ho])e  to  provide  a  basic 
list  ot  motion-picture  production  etjuipment  with 
which  to  do  an  acceptable  and  efficient  job  of  motion- 
pictuie  photography?  Such  a  list  of  equipment  can 
now  be  assembled  and  at  moderate  cost.  The  equip- 
ment  should   include   the   following   items: 


■A-  The  e(]uipment  wc  list  on  this  page  is  sufficient 
to  turn  out  good  quality  interior  or  exterior  photog- 
raphy. The  prices  listed  do  not  refer  to  specific  makes 
but  onlv  to  jjrice  ranges.  This  monev  won't  buy  the 
best  e(|iiipment,  but  it  will  buy  good  etjuipment.  Let's 
take  this  list   itini  bv  item  and  see  why   we  need  them. 

•  THE  CiA.MERA— this  is  a  spot  where  you  cati 
really  go  overboard.  \'ou  can  spend  whatever  you 
wish  and  in  most  cases  will  get  just  what  you  pay  for. 
We  have  found  that  a  camera  should  meet  these  three 
miuiinum  rcquirctnetils—h  must  give  a  good  steady 
picture— it  must  drive  a  lot  of  film  jier  winding— and 
it  iiiiist  be  siiiidv.  In  most  cases,  when  you  pay  more 
than  the  amount  listed,  you  are  paying  for  refinements 
that  are  helpful  but  not  essential.  On  the  other  hand, 
it  is  difHiiilt  to  find  a  cheaper  camera  thai  will  mci  t 
oia-  minimiun  ief|iiirements. 


•  THE  LENSES— you  can  do  practicallv  an\ thing 
with  three  basic  lenses— a  fast  one-inch  lens  lor  medium 
and  long  shots,  a  two-inch  lens  for  close-ups  and  a 
wide  angle  for  working  in  confined  areas.  This  selection 
of  lenses  can  be  varied  but  ff  we  had  to  get  along  with 
just  three,  these  are  the  ones  we  would  choose.  We 
have  included  two  adapters,  one  for  the  two  inch  and 
one  for  the  wide  angle  lense.  You  mav  not  need  them 
biu  if  you  do,  we  have  found  it  is  a  good  idea  to  have 
a  separate  ada]Jter  for  each  lens  because  ol  the  necessity 
of  keeping  them  in  perfect  calibration, 

•  THE  EXPOSURE  AIETER-eiiher  om-  ol  two 
types— the  reflected  light  meter  or  the  incident  light 
meter.  \Vv  happen  to  prefer  the  type  that  measures 
rellcted  light,  but  either  are  good.  .A  meter  will  pay 
lor  itsell  manv  limes  over,  pariiculailv  v\lnn  using 
color  film. 


28 


SEE    AND    HEAR 


ITEM  APPROXIMATE  CObT 

Professional   Ibinm  camera   (with   1" 

lens)  S585.00 

Two  inch  (F1.6)  lens 110.00 

Adapter  for  two  inch  lens l.S.OO 

Wide  Angle  ( 16nini  F2.7)  lens 6j.00 

Adapter   for   wide   angle   lens 13.00 

Professional  Tripod  and  Tee 223.00 

Exposure   Meter    30.00 

Spider  Box   50.00 

Cable  ( 100  feet) 100.00 

Connector  and  Connecting  Cable 5.00 

8    Flood    Lights    (complete) 4.50.00 

3  2000  Spots 360.00 

1    750  Spot  on  Boom 125.00 

Tape  Measure 3.50 

Small  Slate  &  Chalk 2.00 

Reflectors   (Materials   to   make) 2.00 

TOT.AL  S2 138.50 


•  A  GOOD  TRIPOD-one  of  the  most  essential 
to  professional-cjualitx  pictures.  A  good  tripod  mounted 
on  a  tee  (triangle)   practically  assures  a  steady  picture. 

(A  tee  is  merelv  a  stand  to  keep  the  tripod  legs  from 
spreading  under  the  weight  of  the  camera).  The  tri[X)d 
should  be  adjustable  to  heights  of  from  3  to  G  feel 
and  should  have  a  smooth  functioning  panoramo  head. 

•  THE     SPIDER     BOX     AND     CONNECTING 

CABLE— essential  onlv  if  \ou  are  using  a  lot  of  ligliis. 
We  ha\e  found  that  the  ordinary  wall  socket  which  is 
fused  for  about  30  amps,  will  safely  accommodate  two 
Hood  lights  and  a  babv  spot.  This,  of  course,  isn't  suf- 
ficient to  light  sets  for  color  work.  By  using  a  spider 
box.  which  is  essentially  a  device  for  drawing  jxjwer 
directh  from  the  source  of  supph.  you  can  avoid  this 
situation  and  keep  from  blowing  fuses  or  worse.  .\n\ 
electrician  can  help  you  make  one  up. 

•  LIGHTS— enough  to  do  practically  any  type  of 
photography.  The  three  2000  spots  are  sufficient  for 
\our  main  lighting  and  backlighting  while  the  Hood 
liohts  can  be  used  for  "fill  in."  The  small  boom  spot 
will  be  helpful  in  solving  some  of  the  backlighting 
problems  that  are  certain  to  arise.  If  you  are  using 
black  and  white  film  only.  \ou  can  cut  the  number 
down  substantiallv. 

•  T.\PE  .ME.\SL"RE— if  vou  are  using  lenses  which 
\()U  know  are  calibrated  accmately,  a  tape  will  save  a 


lot  of  time  in  focusing.  However,  it  can  get  vou  into 
trouble  if  vour  lenses  are  not  calibrated  perfect!).  Some 
of  your  cameramen  use  a  iap>e  and  others  alwavs  focus 
visually. 

•  \  SLATE  AND  A  PIECE  OF  CHALK-to  sa\e 

time  and  headaches  when  you  get  to  the  editing  room. 
Bv  numbering  evcrv  one  of  \our  scenes  and  takes  when 
sh(X)ting.  it  is  a  simple  process  to  pick  the  ones  vou  want 
right  then.  Most  producers  have  a  tendencv  to  put  off 
these  decisions  until  they  get  into  the  editing  room 
where  thev  trv  to  do  evervthing  at  once.  It  is  so  much 
simpler  with  numbered  scenes  and  "takes." 

•  THE  LAST  ITEM— a  device  to  facilitate  shoot- 
ing exterior  subjects.  Reflectors  made  from  tin  foil  or 
lead  foil  mounted  on  stiff  material  will  help  in  filling 
in  shadows  and  dart  areas  when  using  natural  light. 
We  would  find  it  hard  to  get  along  without  a  simple 
reflector  of  some  tv  pe. 

This  completes  our  list— a  list  which  we  believe  con- 
tains all  the  necessary  items  for  complete  motion-picture 
photography  and  a  list  that  recognizes  budget  limita- 
tions. Decide  what  vou  have  to  spend  and  then  look 
at  evervthing  in  that  price  range— decide  which  Ix^st  fits 
your  requirements  and  ilien  buy  it.  It  is  simple  as  that 
and  vou  are  in  the  Ifimni  motion-picture  production 
field— school  events,  jjlays.  athletic  events,  class  observ- 
ances, community  reports  on  school  activities.  .And 
most  intriguing— a  sequential  record  which  soon  be- 
comes a  historv  of  the  progress  of  school  and  community. 


.\  P  R  I  L     •      19  4  8 


29 


The  Opaque  Projector  and 


Beginning 


WE  WAX  r  TO  LEARN  TO 
READ.'  This  desire  was 
expiessed  with  eaoerness  by 
a  group  of  six-year-olds  during  our 
planning  period.  As  a  teacher  I 
knew  I  must  not  fail  a  single  one  in 
achieving  this  goal.  There  was  a 
great  variation  in  the  mental,  social, 
emotional  and  ])hvsical  de\elopnient 
of  the  group,  and— these  ditlcrences 
are  basic  to  readiness  for  learning  to 
read. 

One  of  the  important  aspects  of 
beginning  work  in  reading  is  the 
development  of  good  visual  memory 
and  acuity  of  perception.  Some  of 
the  children  in  the  group  definitely 
needed  help  in  this.  Since  research 
tells  us  that  the  child's  eve  is  not  al- 


\va\s  lulh  maunx'd  and  that  he  is 
likch  to  be  far-sighird  at  this  age,  I 
decided  to  project  pictures  and  sto- 
ries on  a  screen  as  an  aid  in  fmiher- 
ing   reading   readiness. 

We  began  b\  establishing  basic 
habits  for  looking  at  printed  mate- 
rials such  as  "reading"  from  left  to 
righi  and  top  to  bottom  so  that  there 
would  be  no  confusion  in  this  part 
of  liie  procedLue.  In  the  meantime 
I  cut  simple  black-and-white  pictines 
from  used  primary-grade  workbooks, 
a  fe^v  colored  ones  from  magazines, 
and  sample  pages  from  publishers' 
descripti\  e  materials  ach  ertising  new 
readers.  These  were  mounted  on 
four-by-five  and  one-fourth  inch 
pieces  of  tagboard  to  fit  the  holder 


of  our  opacpie  projector. 

Our  \vork  was  done  in  the  audio- 
\isual  projection  room  where  equi])- 
ment  was  set  up  ahead  of  time.  The 
children  were  seated  about  fifteen 
feet  from  the  screen.  The  room,  of 
course,  was  darkened.  The  cards 
\\ere  inserted  in  the  projector  as  I 
said,  "Here  are  some  pictines  of 
things  yon  have  seen.  How  many 
can  you  remember?  Read^  — no-(v— 
look."  There  saw  an  air  of  fine  ex- 
pectancy as  the  children  watched; 
attention  was  excellent  and  interest 
w'as  intense.  After  a  period  of  time, 
the  card  was  remo\ed  and  I  said, 
"Now  tell  me  what  \ou  saw."  A 
period  of  discussion  of  what  they 
saw  followetl  the  projection  of  each 
card. 


I. 

Beginning    Pictures  . 

Tlir  work  with  bcgitiniiig  pictures 
gracliiiilly  incrcnscd  in  difficulty  as 
til    (iiiiiils    and    nuinhcr. 


II. 

Telling    a    Story 
With  Pictures 

l-'inllii-y  dfvcliijtincnt  of  insuiil  jx'r- 
rrjilian  in  ycmrmherino  details  of 
jiidures    to    tell   a   story. 


•pi         S->^ 

1 ' 

30 


SEE    AND    HEAR 


b\  Ciertrude  Schinahl 
Primary  Tfutlier.  Central  School,  Glencoe,  Illinois 


(Right)  The  primary  group  is  read- 
ing in  the  audio-visual  projection 
room.  (Photo  by  John  Sternig,  CAcn- 
coe  Schools.) 


1  lu-  iubi  pciiodb  uxie  rchiti\ tl\ 
nIioii.  about  ten  minutes  each,  and 
the  cards  had  onlv  two  or  three 
pictures  to  reiiieniher.  Gradually  the 
length  of  the  periods  increased,  more 
pictures  were  used,  more  details 
were  observed.  .Sometimes  we  looked 
for  special  things  such  as,  "What 
animals  had  fur  coats?  What  toys 
did  you  see?  What  story  does  the 
picture  tell  \ou?"  Later  the  pictures 
had  a  short  story,  a  sentence  or  two 
long,  under  them. 

Then  came  the  e\ent  of  "meeting" 
our  sior\-book  familv— the  famih 
used  in  the  pre-primer.  Since  we  had 
talked  about  our  own  families,  there 
was  keen  interest  in  anticipating 
who  would  compose  oin-  make-belie\e 
family.    The  group  decided  there 


would  be  a  mother  and  a  lather. 
Sure  enough,  here  they  were  pro- 
jected on  the  screen— first  mother, 
then  father,  with  the  words  luuier 
each  picture.  What  delight  later  on 
when  one  child  recognized  the  word, 
"mother",  which  he  had  just  seen  in 
the  projection  room,  imder  a  pictiue 
in  the  dassroom,  and  another  one 
tounci  ii  in  a  pre-primer  on  the  li- 
brarx   table. 

.\nd  so  our  work  developed  grad- 
iialh,  but  successfully,  for  each  child. 
.As  each  new  siorv  was  projected  on 
the  screen,  the  children  looked  eag- 
erh  and  attentively  for  the  new 
words  to  "study."  Comments  like 
this  were  heard,  "The  new  word  is 
at  the  beginning  of  the  sentence." 
"The  new  word  begins  like  "run." 


'1  think  it  sa\s  ride'  because  I  see 
them  riding  in  the  picture."  (It  was 
"ride")  . 

Has  tiuii  \  isiial  meinoiA  increased? 
Indeed  ii  hasi  Going  to  the  visual 
aids  room  has  been  a  happy  expe- 
rience. It  has  helped  meet  the  needs 
of  this  small  group  of  children.  They 
ha\e  become  interested,  confident 
readers. 

One  might  add  as  an  afterthought 
that  it  is  more  ideal  to  have  a  corner 
in  each  room  where  pictures,  stories 
or  filmstrips  might  he  shown  on  a 
shaded  screen.  This  would  eliminate 
the  distractions  and  lessened  efficien- 
c\  which  comes  with  going  to  a  pro- 
jection room.  We  are  considering 
the  devclo])ment  of  this  ])lan  in 
Glencoe  now. 


C:;*^t  Hoc    tC"* 

Til. 

Pictures   With   Stories 

(Introducing    Story    Book    Friends) 

(Top)  The  development  oj  an  in- 
terest in  stories  and  words.  This 
work  was  supplemented  by  charts 
in  the  classroom. 

(Bottom)  Presentation  of  story  book 
friends.  These  words  were  retained 
readily  after  a   few  exposures. 

IV. 

Further   Development 
of  Vocabulary 

Xew  words  are  presented  pictorially 
in   a   meaingful   jeay. 


v>- 

-^ 

»s  ■ .-" 

-  '.i 

,>Mi3-i" 

.^jik 

^^i^ 

'^~>< 

.s--<?-=^- 

->^ 

I      kW     '.    f4^ 

1    l*C    •.   (>-, 

. 

.V 


-M 


APRIL     •     1948 


31 


Here  is  an  example  of  tliree  of  the  models  wliidi 
one  child  made  after  liai'ing  seen  the  film 
"Monarch  Butterfly." 

^Ite    If  v  lonarck    (/Jf  utter  flu 


WHEN  VISUAL  MATERI- 
ALS arc  lo  be  used  in  a 
unit  ol  siudv  depends  on 
the  difhcuUies  inherent  to  inider- 
standing  the  subject  itselt  and  on 
the  purposes  which  the  teacher  has 
set  out  to  gain.  To  study  the  detail 
phases  of  the  development  ot  the 
Monarch  butterfly,  we  needed  to 
span  distances  —  Canada  to  Cuba, 
and  time— a  year's  cycle  of  growth. 
Thus  the  I6mm  sound  film  Mon- 
arch Butterfly*  was  chosen  as  the 
stuch  material  which  could  accom- 
plish this.  But  the  film  is  just  that— 
a  study  material,  to  be  enjoyed,  yes 
-but  to  be  worked  at— studied!  How? 
Here  is  the  lesson  plan  I  used:  For 
grade  six  in  the  study  of  natural 
science,  the  unit  of  study  was  identi- 
fication and  study  of  common  butter- 
flies and  moths.  As  the  teacher  I 
proceed  to  anticipate  the  showing 
ol    the   lilni  as  follows: 

Before    seeing    the    film— (Children 

read) 

"Like  all  biu  1(1  Hies  the  Monarch 
lias  two  long  kiiobljcd  aniciniae,  and 
holds  its  wings  up  in  a  \cni(al  posi- 
tion when  it  is  at  rest:  and  like  all 
insects  it  has  six  legs  and  two  (oni- 
pound  eyes  which  are  made  up  ol 
hiuidii-ds  of  liny  lenses.  Bui  the 
Moiianh  belongs  lo  a  class  called 
"the    four-footed    butterlliis"    which 


"Monarch  Butterfly,  16mm  sound,  Ciilor. 
9  min.,  $S5,  Sininiel-Meservx.  ^21  Soulh 
Beverly    Drive,    Beverly    Hills.    Calilornin. 


are  so  named  because  they  do  not 
use  the  front  pair  of  legs  for  walk- 
ing. Male  Monarchs  have  scent 
glands  which  appear  as  black  spots 
on  their  rear  wings.  The  scent  is 
used  to  attract  female  Monarchs. 
Monarchs  are  conspicuously  colored 
orange  and  black.  Birds  do  not  both- 
er them  as  they  taste  very  bitter. 

"All  adult  butterflies  have  long 
(inleil  \\aich  spring-like  tubes  or 
lougiies  which  are  inserted  in  flow- 
ci  s  in  oriler  to  suck  up  the  sweet 
nectar  which  is,  their  onh  food;  and 
not  much  of  that  is  taken  either,  for 
most   butterflies  do  not   li\e  long. 

"Some  butterflies  survive  the  win- 
ter in  the  chrvsalis  or  pupa  stage  in 
a  sheltered  spot.  But  no  one  has 
e\er  found  a  hibernating  Monarch. 
Monarch  butterflies  gather  together 
ill  great  numlieis  on  trees  or  fences, 
and  ll\  south  just  as  the  birds  do. 
']  hose  from  southern  Ontario  are 
l)clie\cd  to  go  as  far  south  as  Florida 
and  ofien  o\er  the  water  to  Cuba. 
Ihe  waiiii  south  seems  to  be  the  real 
lioine  of  the  Monarchs:  \ct  in  the 
~-|)iing  gieat  numbers  of  these  bcau- 
lilul  creatures  fly  north.  It  has  ne\- 
(1  been  prcned  whether  the  same 
buiuillies  that  fly  south  in  the  aii- 
(uiini  uiurn  north  in  the  spring,  or 
wluilurii  is  their  children.  Natural- 
isis  are  still  tr\ing  to  find  out. 

".Mniost  immediately  after  she  re- 
innis  Id  the  uorlli.  llic  kniale  Mon- 


by  Cecil  E.  VV'ilkinson 

Whitney    Public    Schools,    Toronto, 
Canada 


arch  seeks  out  a  milkweed  plant. 
She  perches  on  a  leaf,  and  her  long 
abdomen  is  curved  up  and  pressed 
against  the  underside  of  another 
leaf  where  she  lays  a  single,  tiny, 
greenish-white  egg.  She  flies  to  other 
lea\es,  each  time  depositing  one  egg. 
Then  she  flutters  weakly  away  and 
soon  falls  to  the  ground  where  she 
dies,  unmourned  by  any  of  her 
kind." 

But  what  of  the  eggs?— You  shall 
now  see  how  a  Monarch  develops 
from  the  egg  to  the  adult  or  butter- 
fly stage.  Later  we  will  discuss  the 
questions  which  are  on  the  board. 
IJcfore  we  see  the  film,  will  you  read 
them  aloud  to  make  sure  we  under- 
stand them? 

The  things  zee  leill  look  for  in  the 
film: 

1.  On  what  plant  do  Monarch 
butterfly  larvae,  or  caterpillars, 
nearlv  always  live  and  feed? 

2.  Describe  the  appearance  of  one 
of  these  caterpillars. 

3.  How  is  the  caterpillar  suspend- 
ed when  it  enters  the  chrysalis 
stage? 

4.  What  happens  to  the  skin  of 
the  caterpillar  as  it  starts  to 
become  a  chrysalis? 

5.  How  does  the  chrysalis  get  fid 
of  this  old  skin? 

They  see  the  film 

Follow-up:  As  with  all  study-film 
lessons  this  should  take  the  form  of 
an  immediate  discussion  of  the  ques- 
tions set  previous  to  the  showing. 
If  an\  of  the  cjuestions  are  not  well 
answered,  they  may  be  reserved  as 
objectives  for  the  second  screening 
of  the  jiiciure,  if  the  teacher  deems 
it  advisable. 

Continuation  of  the  Unit:  During 
the  lessons  that  follow,  the  teacher 
will  use  no  doubt  many  other  visual 
or  audio-\isual  aids— for  example,  a 
good  [ilmstrip  such  as  the  S.V.E. 
on  The  (howing  Up  Of  The  Mon- 
arch Butterfly:  glass  slides,  either 
conmiercially  produced,  or  hand- 
made and  colored  by  the  teacher  or 
pupils:  Kodachrome  slides:  real  but- 
terflies, chrxsalides,  larvae  and  eggs; 


32 


SEE    AND    HEAR 


cases  of  butterflies  and  moths:  large 
flat  pictures  on  the  i)ulletin  board: 
small,  flat  pictures  projected  on  the 
screen  by  means  of  an  opaque  pro- 
jector: models:  drawings  on  tlie 
blackboard:  other  mosing  pictures; 
a  lesson  at  the  Museum:  and  a  field 
trip. 

The  Second  Lesson— Using  the  Mo- 
tion Picture.  THE  MONARCH 
BUTTERFLY:  ObjcctiNcs  should 
again  be  set.  Still  unanswered  ques- 
tions from  the  first  lesson  of  liie  unit 
mav  be  incluclcd.  and  others  such  ;is 
the  lollowing  may  be  assigned: 

1.  In  what  liciiiitl  docs  the  Mon- 
:trch  biitterllx  grow  when  in 
the  chrysalis  stage? 

2.  A\'hat  change  takes  place  in  ihe 
shape  of  the  chrvsalis"- 

3.  What  protects  the  outside  of 
the  chrysalis  after  the  caterpil- 
lar skin  has  been  worked  off? 
Etc. 

Application:  Conclude  a  film  unit 
with  individual  applications.  Pupils 
should  ha\e  a  hand  in  deciding  what 
these  are  to  be.  Some  suggestions 
are: 

I.    Illustrated  booklets. 


2.    Large  illustrations. 

,'?.    Panels  on  the  life  histor\   and 

habits   of   some   of    the    moths 

and  butterflies  studied, 
•f.    .Models  of  the  \arioiis  stages  of 

butterflies  and  moths. 
").    Dioramas  of  butterfly  and  nioih 

life  stages  and  habitats. 

California   Primary  Level: 

(CO.N'TIM  ED        FROM        PAGE       25) 

to   conic   in?     I    think    it    illustrates 
what  we  mean  particidarh   well. 
Supervisor:    Can't    we    pre\  iew    the 
film  nowr 

.\udio-Visual  Director:  C^ertainh  — 
then  "new  teacher"  will  be  able  to 
know  just  how  it  may  fit  into  the 
unit  of  work  she  will  plan. 
New  Teacher,  later:  How  do  I  get 
this  maierial? 

.\udio-VisuaI  Director:  There  is  a 
teacher  in  voiu"  I)iiilding  who  is  re- 
sponsible for  ordering  all  visual  ma- 
terials. Just  give  her  your  request 
and  she  will  notify  the  department. 
Your  super\isor  also  will  help  \ou 
select  suitable  materials. 
Supervisor:  Before  you  leave,  I  want 


to  give  \()u  a  notebook  of  materials 
all  teachers  throughoiu  our  county 
receive.  You  will  find  the  pre-plan 
for  the  Home,  School  and  Neighbor- 
hood unit  included  in  it.  There  is 
a  list  of  audio-\isual  materials  other 
thiin  those  mentioned  that  will  help 
\oii  ;irrange  voiir  cn\  ironment.  I 
won't  he  able  to  \isit  \our  school  for 
;i  week  or  so.  bin  please  feel  free  to 
coniiict  me  at  an\  time.  Goodbve, 
.Mrs.  B. 

Thus,  the  supervisor  not  only  in- 
dicated to  the  new  teacher  how  vis- 
ual materiids  woidd  help  her  in  de- 
\eloping  her  unit,  but  the  supervisor 
had  used  x'isual  materials  and  meth- 
ods in  tcadiing  the  teacher. 

.\s  an  integral  part  of  the  teacher- 
education  program,  greater  use 
should  be  luade  of  the  visual  ap- 
pro;ich  b\  siiper\isors  and  adminis- 
trators in  the  instruction  of  teachers. 
It  is  hoped  that  this  sinudated  super- 
visor-teacher conference  suggests  one 
wa\  to  do  this.  Good  siiperv  isors  will, 
of  course  think  of  others.  # 

•  •  • 

Have  voii  renewed  vour  subscrip- 
tion: Two  »ears  of  SEE  &  HE.AR 
for  onlv  55.00. 


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your  pictures  when  you  show  them 
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the  secret  of  this  better  performance: 
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Radiant  screen  surface  are  mi/iions 
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Each  tiny  mirror  reflects  all  the 
brightness  ...  all  the  natural,  lifelike 
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contrasty  .  .  .  colors  more  brilliant 
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Exclusive  Radiant  features    mean 

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33 


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PRIMARY  GR.4DE 
A-V  MATERIALS. 

(CONIINLKD      FROM       I' A  (,  I         17) 

<^rou]j  :incl  scu  who  tan  hiul  out  the 

most  al)()tit  cath  animal. 

B.  Re-showing    of    i\\m—Iai in    Ani- 

mnls 
1.  Present  without  coniiiient. 
Chech  for  results 

C:  Check  the  showing 

1.  Check     the    chart 
above. 

New   vocabiilarx    list 
application. 

2.  Word  list 

1.  harness  2.  winchiiills  S.  skini-niilk 
1.  pasture  5.  scales  6.  bridle  7.  ciirr\ 
S.  hoof  9.  shears  10.  bit 
We  have  sonic  more  words  to  add 
to  our  vocabulary  books.  This  lime 
yon  may  use  the  word  list  to  fill  in 
the  missing  words  in  the  sentences 
on  the  board. 
.Sentences: 

1.  The  farmer  used to  cut 

the  wool  from  the  sheep. 

2.  The  cows  were  eating  grass  in  the 


3.  A 


bridle. 


|)ai  t  ol 


horse's 


4. 


are  used  to  pump  wa- 
ter. Etc. 
4   few   ideas  to  shoiv   how  all  class- 
room  activities  can   be  correlated. 
IV.   Use  various   techniques   to  cor- 
relate with  other  classroom  ac- 
tivities. 

A.  Language 

1.  Guessing  game  —  Have  children 
make  up  riddles  about  farm  animals 
or  other  things  they  saw  in  the  dim 
and  let  (jthers  guess. 

2.  Make  a  short  poem  aboiil  the 
farm  or  farm  animals. 

,'i.  Have  a  conversational  iKiiod  and 
let  each  discuss  what  thev  liked  best 
in  the  film. 

4.  Start  a  vocabularv  book,  using  the 
word  list  and  writing  a  sentence 
with  lach  word. 

B.  Writing 

1.  Write  a  sentence  telling  what  yon 
would  like  to  do  if  vou  could  visit 
a  farm.  Expect  a  simple  one  like— 
1  want  to  milk  a  cow.  (To  be  a  true 
writing  lesson  the  teacher  must  su- 
pervise this  period.) 

C.  Spelling 

I.  reach  the  words  in  bolh  -woxt 
lists  (They  should  be  divided  into 
several  lessons.) 


D.  Reading 

1.  Plate  books  about  the  farm  on 
the  librarv  table.  Let  the  children 
be  Iree  to  read  them. 

E.  Numbers 

1.  Prepare  simple  addition  and  sub- 
traction about  farm  animals. 

F.  Art 

1.  Model  farm  animals  out  of  clav 
or  with  wire  pipe  cleaners. 

2.  Draw  crayon  pictures  or  paint  pic- 
tiues  of  the  farm. 

.'i.  .Make  a  frie/e  ot  larm  life. 

i.  Plan  and  (onstruct  a  farm  on  the 

sthool-ioom  floor. 

G.  Science  and  Social  Studies 

1.  Plan  and  make  a  visit  to  a  near- 
by farm. 
Follow    the   same   jirocedure: 

1.  Preparation 

3.  Check  for  results 

2.  Presentation  of  film 

4.  Ck)rrelate 

V.  Unit  continued:  Study  the  feath- 
ered friends  of  the  farm  by  using  the 
film:  Poultry  on  the  Farm* 

VI.  Cany  over  to  the  next  unit  of 
study. 

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34 


SEE    AND    HEAR 


Suggestions  for  units  of  study. 
A.  Our  Community 

1.  The  dairy  2.  The  store  3.  The 
|)()st  office  -1.  Fire  station,  cic. 

One  last  idea— this  is  ju^l  oiu  plan 
of  attack!  It  invokes:  1.  preparation. 

2.  presentation  ol  the  fdtn.  and  3. 
ciieckiiifT  for  resiiUs;  nanieh.  (lie  at- 
lainnieiit  of  the  six  specific  abjectix'es 
(IS  sidled  in  the  beginning  of  the 
null. 

F.acli  teacher  has  her  indi\idiial 
\v.i\  and  method  of  phmning  and 
i;i\ino  instruction.  .She  knows  her 
pupils  and  how  she  may  best  stimii- 
laie.  enrich  and  iJ;ive  them  new  learn- 
ings. No  lesson  |)lan  (an  i)e  written 
that  can  be  used  word  lor  word  by 
all  teachers. 

We  Go  to  the  Circus: 

(CONriNLKU      FROM      I'AGK      23) 

realize  that  no  one  film  can  hope  to 
cover  all  of  the  hoped-for  experi- 
ences that  oin-  young  learners  antici- 
pate. Therefore,  it  is  all  the  more 
necessary  to  use  good.  suppUnientary 
materials— good  books,  good  bidletin- 
board  pictures,  and  other  display 
materials— as  supplements  to  the  film 
experience. 

.\11  in  all  the  films  seemed  to  gi\e 
an  accinate  pictine  of  what  goes  on 
behind  the  scenes,  but  scenes  of  ac- 
tual performances  within  the  big 
tent  would  have  made  the  films 
more  meaningful  and  would  have 
"tied  in"  with  children's  previous 
experiences  in  seeing  a  circus  in  ac- 
tion. 

Enthusiastic  discussion  which  took 
place  among  the  children  immedi- 
ately after  the  film  showings  re- 
vealed the  identity  of  most  of  the 
terms  and  answers  to  the  questions. 
The  children  thought  it  had  been 
great  fun. 

The  follow-up  activities  which  are 
being  carried  out  bv  our  second- 
grade  class  in  Anoka  include  several 
t\pes.  Stinudated  bv  the  nuisic  in 
the  circus  parade,  the  children  are 
singing  two  songs,  T)te  Circus  and 
The  Parade  which  catch  the  spirit 
of  the  occasion.  Rhythm  activities 
such  as  marching  to  phonograph  rec- 
ords also  bring  out  a  musical  carry- 
over activity.  The  field  of  art  allows 
expression  in  drawing  and  crayon 
pictures  of  clowns,  tents,  and  ani- 
mals, and  in  addition  these  second 
graders  are  making  a  minal  of  col- 
ored paper  torn  or  cut  into  figures 
and  pasted  on  the  circus  scene. 


Announcing 

NEW  MODEL  63LIVI 


Underwriters'   laboratories 
listed 

• 

Push-pull  Miniature 
Tube  Amplifier 

• 

New  tow  Price 


*225 


Write  for  com- 
plete details  and 
name  of  author- 
ized Visual  Aid 
dealer. 


MOVIE-MITE 

76mm  Projector  with  Dlit^l  SPEED  for  Sound  or  Silent  films 

Entire  projector  weighs  only  26  pounds  .  .  .  complete 
with  speaker,  in  one  case  only,  8x111/2x151/2  inches  in 
size.  Exceptionally  well  machined  .  .  .  rugged  .  .  . 
produces  beautiful,  sharp  and  steady  picture  with  iin- 
believable  sound  movement  and  quality  for  both  voice 
and  music  reproduction. 

Being  used  for  audiences  up  to  100  people,  on  screens 
up  to  72  inches,  in  darkened  rooms.  Reel  capacity 
2000  ft.   Universal  A.C.  or  D.C.  105-120  Volt  operation. 

Commercial  model  has  small  screen  for  desk  top 
showing  .  .  .  same  new  low  price. 


"ireco    vniJD  fvfc  Aun  PAPi;  nu  hlOVIP — MITP " 


NEW  PROJECTOR  LOG  BOOK  NOW  AVAILABLE! 


Here's  a  handy  little  log  book 
for  regular  listing  of  class- 
rooin  or  auditorium  showings. 
Attaches  conveniently  to  pro- 
jector and  contains  a  pad  of 
record  h)rms  designed  to  log 
every    t\pc    of    film    showing. 


Every  projector  shoidd  be 
equipped  to  keep  records  for 
utilization  check.  Contains 
showing  suggestions  and  oil- 
ing record  form  on  re\erse 
side.  Only  10c  each  postpaid; 
discount  on  quantity  orders 
to  schools. 


AUDIO-VISUAL   PUBLICATION    HEADQUARTERS 
812  NORTH  DEARBORN  STREET  -  CHICAGO   10.  ILLINOIS 


APRIL     •     1948 


35 


o 

CD 
CD 

CD 
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a 
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o 

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CD 

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FRENCH  -RUSSIAN 
SPANISH-GERMAN 

FULL   LENGTH    FILMS 
With     English    Titles 

16mm  SOUNDFILM 


THE  STONE  FLOWER 
BARBER  OF  SEVILLE 
LAST  MILLIONAIRE 
IVAN  THE  TERRIBLE 

And   Many    Other 
Disfinguished  Films 


WRITE  FOR  CATALOG 


O 
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CD 
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t^^hH^^^^ 


1  600    BROADWAY 
NEW  YORK  19,  N.  Y. 


a 


TRAINING  YOU 
TO  TRAIN  YOUR  DOG 

The  Accepted  Alefhod 
of  Obedience  Training 

BASED    ON    THE    BOOK    OF    THE    SAME    TITLE    BY 
BLANCHE    SAUNDERS 

PUPPY 

TROUBLE 

—  20  Minutes 

Helen  Hayei  & 

Lowell  Thomas, 

Narrator! 


BASIC 

OBEDIENCE 

INSTRUCTION 

—  32  Minutes 

Lowell  Thomas, 
Narrator 


ADVANCED 
OBEDIENCE 
INSTRUCTION 

—  27  Minutes 

Lowell   Thomas, 
Narrator 


Three  16mm  Sound  Films  in  Color  or 
Black  and  Wliite 

Blanche  Saunders,  Director; 
Louise  Branch,   Producer  &  Photographer 


United  Specialists,  Inc. 

America' s  Foremoit  Producer  of   Dog  Films 

PAWLING    •    NEW   YORK 


TEACHING  PRIMARY 
READING   WITH   FILMS: 

(continued    from    page    27) 

films  ha\e  been  found.  They  in- 
clude stories  about  toys,  making 
tricnds,  rainy  days,  time  for  work 
and  play,  dolls,  automobiles,  holi- 
days, stores,  fairy  tales,  telling  time, 
table  manners,  proper  foods,  and 
safety.  We  woidd  like  to  have  films 
for   them. 

4.  Unless  more  good  sound  films  are 
produced,  some  parents  will  con- 
tinue to  question  the  showing  of 
"mo\ies"  in  our  schools,  and  teach- 
ers may  not  become  enthusiastic 
about  using  them. 

5.  Films  should  be  used  extensi\el\ 
in  schools  as  tools  for  teaching,  and 
sparingly  as  entertainment  programs. 

6.  Teacher-training  colleges  should 
pro\ide  in  their  \isual  aids  courses 
for  teaching  their  students  not  only 
how  to  operate  the  equipment  but 
also  what  films  are  available,  how 
to  get  them,  and  how  to  coordinate 
the  use  of  film  with  other  source 
materials. 

7.  It  seems  desirable  to  have  every 
chissrooni  fitted  for  the  showing  of 
motion  films  so  that  teachers  could 
use  them  as  often  as  they  wished 
with  a  minimum  of  scheduling  and 
contusion.  Unfortunately  the  cost  of 
such  a  program  makes  one  wonder 
about  its  practicability.  Perhaps  the 
next  best  situation  would  be  to  have 
all  rooms  equipped  for  darkening 
and  use  portable  projectors  and 
screens.  If  this  still  is  too  costly,  a 
\isual  aids  room  may  be  provided 
and  some  other  rooms  fitted  with 
suitable  window  co\erings. 

8.  If  we  owned  our  own  films,  they 
could  be  used  to  better  advantage 
because  they  would  be  available 
when  needed.  If  we  cannot  buy  all 
of  the  films  we  want,  we  might  own 
a  few  of  the  better  and  more  often 
used   ones   and  rent   the  others. 

9.  If  films  are  to  be  rented  or  used 
cooperatively,  their  use  should  be 
anticipated  far  enough  in  advance 
so  that  thev  can  be  booked  for  the 
desired  dates.  Teachers  could  keep 
a  schedule  showing  the  approximate 
time  of  year  when  they  reach  each 
new  imit  and  order  their  films  each 
spring  for  the  following  year. 

Today  we  are  stressing  functional 
karning,  teaching  for  meaning,  and 
trving  to  bring  real  life  situations 
into   our  classrooms.    You    ma\    ex- 


plain all  da\  to  a  group  of  primary 
children  the  kind  of  a  noise  a  cow 
makes  when  she  says,  "Moo,"  and 
after  vou  have  finished,  they  still 
\\ill  not  know.  Or,  you  cair  flash  a 
picture  of  a  cow  on  the  screen,  have 
her  give  one  "bawl,"  and  everybody 
knows  at  once  exactly  how  the  cow 
says,  "Moo."  The  onlv  other  ways 
\GU  could  accomplish  that  would  be 
eitner  to  bring  a  cow  into  the  class- 
room or  take  the  pupils  to  a  farm. 
That  is  what  makes  sound  motion 
film  a  \aluable  teaching  aid. 

The  following  is  a  list  of  the  films 
referred  to  in  the  preceding  article. 
All  are  16  mm.  sound,.  10-minute, 
and  a  few  are  in  color. 

SOURCES    OF    THESE    FILMS 

Code  of  Sources:  B&H— United  \Vorld  Films, 
30  Rockefeller  Plaza,  New  York;  Cor— Coro- 
net Instructional  Films.  Glenview.  Illinois: 
EBF— Encyclopaedia  Biilannica  Films.  Wil- 
mcllc.  Illinois:  Fr-Fiilh  Films.  Box 
563.  Hollywood  '.^K,  Calif.:  Int— Inter- 
national Film  Foundation,  1600  Broadway, 
New  York  19;  TFC-Teaching  Film  Cus- 
todians, 25  West  42nd  Street,  New  York  18. 
Adi'entures  of  Bunny  Rabbit~EW.  Air- 
plane Trip—EBF.  Alice  in  Wonderland— 
TCF.  Animals  of  the  Zoo— EBF.  Black  Bear 
Twins-EBV.  Boat  Trip-EB¥.  Care  of  Pets 
-EBF.  Children  of  C/i/dfl-EBF.  Children 
of  Holland-EBY.  Children  of  Japan-EB¥. 
Children  of  Switzerland-EZF.  Clothing— 
EBF.  Common  Animals  of  the  Woods— 
EBF.  Colonial  Children-EBE.  Dairy  Farm 
—Cor.  Doicn  on  the  Farm— TEC.  Elefihants 
—EBF.  Eskimo  Children-ERE.  Farm  Ani- 
mals—EHE.  Fireman-¥.BE.  French  Cana- 
dian Children  -  EBF.  Goats  -  EBF.  Gray 
Squirrel-ERT.  Grey  Owl's  Little  Brother— 
TCF.  Here  Comes  the  Circus— TEC.  Horse 
—EBF.  /  Never  Catch  a  Cold— Cor.  It 
Doesn't  Hurt— Cor.  Letter  to  Grandmother 
—Cor.  Mary  Visits  Poland-lnt.  Mexican 
Children-ERE.  Navajo  Children-EhE.  Our 
Foster  Mother,  the  Cow  -  Fr.  Passenger 
Train— ERE.  Peace  on  Earth— TEC.  Pig 
Tales— Ei.  Policeman— ERE.  Poultry  on  the 
Farm-ERE.  Robin  Redbreast— ERE.  Saw- 
dust Sidelighls-TEC.  Shep  the  Farm  Dog 
-EBF.  Teddy  Bears  Picnic— R&H.  Teen 
Age  Farmhand-Er.  Three  Little  Bruins  in 
the  Hoodj-EBF.  Three  Little  Kittens— 
EBF.  There  are  some  silent.  15ininulc 
dims  (Encyclopaedia  Britannica)  which  we 
found  were  quite  usable  with  classes  that 
haye  learned  to  read  or  wliich  can  be  used 
with  the  teacher  explaining  each  scene. 
The  following  is  a  partial  list,  most  of 
which   we  haye  used: 

Adventures  of  Peter,  Animals  of  the  Cat 
Tribe,  Baby  Beavers,  Bears,  Farm,  Good 
Foods:  Bread  and  Cereal,  Drink  of  Water, 
Fruits  and  Vegetables,  Milk,  Kitten  and 
the    Ducks.   Racoon. 

The  aboye  lists  are  not  suggeste<i  as  being 
cimiplete.  They  are.  however,  about  all  of 
the  primary  films  ive  haye  been  able  to 
locate.  These  films  may  be  found  in  man\ 
uniyersity  film  libraries  as  well  as  in  a 
few  priyate  ones. 


36 


SEE    AND    HEAR 


(CONTINLED      FROM      PAGE       15) 

gan.   Chicago    1:     310   Sansonie   St., 

San   Francisco  4. 

Jr.  Sr  HS.  Col:  Gen.  Sci.,  Physics, 
Optics,    Vocational   Guidance. 

•  Presents  various  processes  of  the 
optical  industn  showing  the  pains- 
taking melting,  molding,  and  pol- 
ishing of  lenses,  some  of  which  are 
ground  to  within  one-millionth  of 
an    inch    of   s[)ecifications. 

The  Nature  of  Sound— ^10  niin; 
Sound.  BJcW".  S45:  Color,  590:  Cor- 
onet Instructional  Films.  Coronet 
Bldg..  Chicago  1. 

Jr.  Sr  HS:  Gen.  Sci..  Physics. 

•  A  clear,  simplified,  presentation 
of  the  nature  of  sound,  including 
the  principles  of  sound's  vibration, 
its  characteristics,  and  its  transmis- 
sion. Collaborator:  Ira  M.  Freeman. 
.\ssoc.  Professor  of  Phvsics.  Swath- 
more  College. 

Wild  Life  of  The  Desert— (10  min) 
.Sound.  BiL-\V.  Sale.  S30:  Rental, 
SI. 50.  Bailey  Films.  2044  Berendo, 
HoUwood  27,  Calif. 
Intermed;  Jr  HS:  Gen.  Sci.,  So- 
cial Studies. 

•  Plant,    animal,    and    human    life 


NEW     MATERIALS 

in  the  desert,  and  how  each  has 
made  adapti\e  changes,  either  in 
structure  or  living  conditions,  in 
order  to  sur\ive  the  extreme  heat, 
draught,  and  other  hairards  of  the 
lower  sonoran  zone. 

SOCIAL   STUDIES 

Give  and  Take  With   .Mexico,    (22 

min)  Color.  Sound.  Sale.  SI 30. 
Frith  Films,  Box  565,  Holh-wood  28, 
Calif. 

Jr,  Sr  HS,  Col,  .idult :  Agric, 
Geog.,  Sac.  Studies,  Clubs,  Inter- 
national Relations. 
•  -Mexico  is  exerting  a  definite  influ- 
ence on  present-day  life  in  the  United 
States,  especially  in  such  things  as 
music,  dances,  architecture,  ch-ess  de- 
sign, color,  bright  scarfs,  hair  dress- 
ing, and  jewelry.  Mexicans  working 
on  construction  jobs,  railroads,  and 
on  farms  ha\e  eased  the  labor  short- 
age in  the  United  States.  .\11  this  is 
an  obvious  lesson  in  international 
influence  and  international  under- 
stading,  aptly  shown  in  this  film. 


This  Land  Is  Our  Series— (5  new 
adilitions:  10  min  each)  Sound. 
B>L\V.  S2S.50  per  film:  Color,  S85 
per  film.  Dudley  Pictures  Corp., 
9908  Santa  Monica  Blvd..  Beverlv 
Hills,    Calif. 

Jr,  Sr  HS,  Col;  Social  Studies, 
Geog.,  Commerce,  Econ. 
•  Five  new  title  releases  in  the 
Dudley  This  Land  Is  Ours  series 
(See  &  Hear,  Oct.  '47)  bringing 
total  of  available  subjects  to  21. 
Each  film  introduces  and  reviews 
the  chief  geographic  and  economic 
features  of  the  state,  city,  territory, 
or  geographic  region  indicated  in 
the  particular  title,  ^^'hen  complet- 
ed the  series  will  include  principle 
cities  of  the  U.  S.,  each  of  the  48 
States,  our  territorial  possessions, 
and  a  number  of  natural  parks  and 
other  regions  of  interest.  Newest 
titles:  Bryce  Canyon  Xat'l  Park, 
Florida,  Kentucky,  Xeu-  York  City, 
and   Oregon. 

*       *       * 

Editors  Note:  This  outstanding 
feature  of  See  &  Hear  will  be  con- 
tinued in  the  Mav  bsue  with  manv 
other  important  new  materials  for 
\our  classroom  or  auditorium  use. 


Audio  Teaehinsi  At  It«  Be^t 

SCHOOL  GUILD 
RECORDINGS 

Featuring  .\udio-Guide.  the  built-in  teach- 
er's aid  that  gives   pre  and  post-listening 
suggestions  to   both  teacher  and  students. 
The  only  recordings  made  ex- 
clusively  for   classroom    use. 
First  fire  recordinss  note  availnhle: 

THE  OrTRAGEOl  S   TOY 

Story  of  Alexander  Graham  Boll 
THE  BIRD  >f.\> 

John   James   Audubon 
DIVini>G  A  CO>TI>E>T 

Col.   George  Goethal* 
SPLEXDID  LEGE>D 

Mark  Twain 
DO*  TOR   ELIZABETH 

Elizabeth  Black\«ell.  America's  first 
woman  doctor 

Each  transcription  is  16  inch.  33-1  3  RPM. 
double  faced.  Vinylite.  and  includes  a  15 
minute  program  and  the  recorded  guide  to 
successful  use  of  the  presentation. 

AvaUable  singly  or  as  a  series.  For  more  in- 
formation, or  to  secure  audition  records, 
write  to: 

TRAINING  AIDS.  INC. 

7414  Beverlv  Blvd.       Los  .\ngeles  36.  Calif. 


the  easiest  to  use  projector  ever! 


P" 


nstant    S-second    threading 
from   strip   Tilm    to    slides  ond 

bati. 


will  not 
tear  film 


AP-2C  Projector.. .567 


•  easy  to  thread      Deluxe  combination  all-purpose  slide  and 

•  easy  to  frame       Strip  film  projector.  Built-in  slide  carrier, 

•  easy  lo  clean         elevoflng  mechanism,  Luxfar  5"  color  cor- 

rected Anastigmot  lens.  Cooted  optics. 

Write    for    complete    information!    Dept.    SH4 


t'^  INC. 


35-01    Queens   Boulevard,     Long   island  Cit7   1,   N.  Y. 


APRIL     •      1948 


37 


•     A  NATIONAL  DIRECTORY  OF  VISUAL  EDUCATION  DEALERS     * 


EASTERN  STATES 


.   DISTRICT  OF  COLUMBIA   • 

Brenner  Photo  Co.,  933    I'ciui   Ave. 

N.W..  Washington  4. 
Jam    Handy    Organization,    Inc., 

Transportation     Bldg..    Washing- 
ton 6. 

.     MAINE     • 

D.  K.  Hammett,  Inc.,  ()20  Congress 
St.,  Portland  3. 

.     MASSACHUSETTS     • 

Stanley-Winthrops,  Inc.,  90  Wash- 
ington St..  Ouincy  fi9  and  20 
Shawnuit    St..    Boston    16. 

.     NEW    HAMPSHIRE     • 

A.    H.    Rice   and    Company,    78   W. 

Central  St..  Manchester. 

.      NEW    JERSEY     • 
Slidecraft  Co.,  South  Orange.  N.  J. 

•      NEW    YORK     • 

Association  Films,  (Y.M.C.A.  Mo- 
tion Picture  Bureau)  347  Madi- 
son   .\ve..    New    York    17. 

Institutional    Cinema    Service,    Inc., 

1560  Broadway,  New  York  19. 
Visual  Sciences,  599BS  Suffcrn. 

•     PENNSYLVANIA     • 

Harry  M.  Reed,  P.  O.  Box  No.  447, 

Lancaster. 

Kunz  Motion  Picture  Service,  1319 
Vine  St..  Philadelphia  7.  1905 
Sanderson    Ave.,   Scranton   9. 

Jam  Handy  Organization,  Inc.,  917 
Liberty  A\e..  Pittsburgh  22. 

Karel  Sound  Film  Library,  410 
Third  A\e..  Pittsburgh   19. 

Clem  Williams  Films,  311  Market 
Street,  Pittsburgh  22. 

L.  C.  Vath,  Visual  Education  Sup- 
lies,  Sharpsvillt.  Route   18. 


SOUTHERN  STATES 


.      FLORIDA      . 

Norman  Laboratories  &  Studio,  .■\r- 
lington  Suburb,  Jacksonville.  7. 

•  LOUISIANA     • 

Jasper  Ewing  &  Sons,  725   Poydras 
St..  New  Orleans  12. 

•  MISSISSIPPI     • 

Jasper  Ewing  &  Sons,  227   S.  State 
St..  Jackson  2. 


•     SOUTH    CAROLINA     . 

Palmetto  Pictures,  Inc.,  719  Saluda 
.\ve.  5  Points.  Clolumbus  IT. 

.     TENNESSEE     • 

Sam  Orleans  and  Associates,  Inc., 
21  I  W.  Cumberland  .\ve..  knox- 
viUe  15. 


MIDWESTERN    STATES 


•  ILLINOIS     • 

American     Film     Registry,     28     E. 

Jackson.   Chicago   -i.    Har.   2691. 
Jam   Handv  Organization,  Inc.,  230 

N.   Michigan  .\ve..  Chicago  1. 
.Association  Films  (Y.M.C.A.  Motion 

Picture    Bureau)    19    S.    La    Salle 

St..  Chicago  3. 

•  INDIANA     . 

Indiana   Visual   Aids  Co.,   Inc.,  726 

\.  Illinois  St.,  Indianapolis  6. 

.     IOWA     . 

Rv^n    Visual    Aids    Service,    4091 1 
Harrison  St..  Davenport. 

•     KANSAS-MISSOURI     . 

Thackert    Bangs    Inc.,    315    N.    Em- 

pt)ria   A\e..   Wichita  2. 
Select  .Motion  Pictures,  1818  Wyan- 
dotte St.,    Kansas  City  8,   Mo. 

•     MICHIGAN     • 

Cosmopolitan    Films,    3248    Gratiot 

-\ve..  Detroit  7. 
Jam    Handy    Organization,    Inc., 

2821    E.  Grand  Blvd..  Detroit  11. 
Locke  Films,  Inc.,  120  \\  .  Lovell  St., 

Kalamazoo  S. 


•     MINNESOTA     • 

Midwest  .-Vudio-Visual  Company, 

1504  Hennepin  Ave.,  Minneap- 
olis 3.  26  \.  First  .\ve..  East 
Duluih. 

.      NEBRASKA     . 

Church  Film  Service,  2595  Mander- 
son   St..  Omaha    11. 

.      OHIO     . 

.Vcademy  Film  Service  Inc.,  2300 
Payne  .-\ve.,  Cleveland  14. 

Sunray  Films,  Inc.,  2108  Pavne  Me.. 
Cleveland   14. 

Jam  Handy  Organization,  Inc.,  310 
lalljott    Building.  Dayton  2. 

•      WISCONSIN     • 

.Amacker's     .\udio-Visual     Service. 

2230  E.  Jackson  St..  .Madison  4. 
F.  H.  Weber  Co.,  335  Caroline  St., 
PIsmouth. 


WESTERN    STATES 

•      CALIFORNIA     • 

Coast  Visual  Education  Co.,  6058 
Sunset   Blvd..   Hollywood   28. 

Jam  Handy  Organization,  Inc., 
7046  Hollywood  Blvd.,  Los  An- 
geles 2H. 

Carroll  W.  Rice  Co.,  424  -  40th  St., 
Oakland  II. 

Association  Films  (Y'.M.C.A.  Motion 

Picture  Bureau),  351  Turk  St..  San 
Francisco  2. 

.     TEXAS     • 

Association  Films  (Y.M.C.A.  Motion 

Picture  Bureau).  3012  Maple  .\\c.. 
Dallas   1. 


Audio-Video,  Int..  1 5111  \oung  St., 
Dallas.    1702  Austin  St.,  Houston. 

Audio  Video  Institute,  1501  Young 
St.,  Dallas. 

George  H.  Mitchell  Co.,  712  N. 
Haskell,  Dallas  1. 

•     UTAH     . 

Deseret   Book   Company,   44    E.   So. 

temple   St.,    Salt    Lake    Citv    10., 

•     HAWAII     . 

Ideal  Pictures,  1370  S.  Beretania  St., 
Honolulu.  T.  H. 

Motion  Picture  Enterprises,  121  S. 
Beretania   Honolulu.    1.   H. 


CANADA 


General   Films  Limited 
Head  Office: 

1534     Thirtceiuh     .\ve.,     Regina, 

Sask. 

Branches: 

10022  102nd  St.,  Edmonton,  Alta. 
1396  St.  Catherine  St.  West,  .Mon- 
treal. 

212    Lutz    St..    .Moncton,    New 

Brunswick. 

Branch,  175  Water  St.,  St.  John's, 

Newfoundland. 
156  King  St.,  West,  Toronto,  Ont. 
535    W.    Georgia    St..    Vancouver, 

B.  C. 
810    Confederation    Life    Bldg., 

Winnipeg,  Man. 

.4rrow  Films  Limited,  1115  Bay  St., 
Toronto  5,  Ontario. 
Also:   1540  Stanley  St.,  Montreal, 
Quebec. 

Radio-Cinema,    5011    \erdun    .\\e., 
Montreal.   Quebec. 


Consult  These  Audio-Visual  Specialists  for  Your  School  Needs! 

VISU.\L    EDUCATION    DE.\LERS   LISTED    IN    THESE    PAGES 
ARE  A  DEPENDABLE  SOURCE  OF  FILMS  AND  EQUIPMENT 


Nearly  all  of  the  audio-visual  materials 
reviewed  in  the  pages  of  See  &  Hear 
and  the  latest  and  best  in  the  recog- 
nized lines  of  nationally-advertised 
projection  equipment,  screens  and  ac- 
cessories are  available  in  local  commun- 
ity or  regional  areas  from  one  of  the 
dependable  audio-visual  education  deal- 


ers listed  in  these  directory  pages. 

Consult  your  specializing  audio-vis- 
ual dealer  for  up-to-the-minute  in- 
formation on  new  16mm  sound 
motion  pictures,  sound  or  silent 
filmstrips,  recordings  and  other  class- 
room tools.  You'll  find  their  prices 
fair     and     their     service     outstanding. 


Dealers:  for  listings  in  these  pages  write  for 
information  and  reference  form  to  SEE  k  HEAR 

812   NORTH   DEARBORN   STREET        •        CHICAGO    10,    ILLINOIS 


USE  THIS  DIRECTORY  TO  LOCATE  THE  BEST   IN   EQUIPMENT.  FILMS  AND  A-V  SERVICE 


BELL  &  HOWELL 


W 


here  school  systems  have  made  thorough 
comparative  tests,  the  findings,  by  an  over- 
whebning  majority,  have  shown  that  Fihno- 
sound  is  the  finest  16mm  sound  fikn  projector 
for  school  service. 

Before  you  invest,  learn  how  FUmosound 
motion  picture  projectors  have  repeatedly 
proved  their  superiority  in  those  qualities  that 
your  ultimate  choice  of  equipment  must  ha%-e 
to  make  your  audio-visual  program  full\'  suc- 
cessful ...  to  give  your  overburdened  teachers 
the  maximum  assistance  they  need  so  much 
today. 

.A  note  to  us  will  put  you  in  touch  with  the 
BicH  Sp)ecial  Representative  near  you.  He  wiU 
gladly  give  you  the  interesting,  highly  signif- 
icant facts.  Bell  &  HoweU  Company,  7184 
McCormick  Road.  Chicago  45.  Branches  in 
New  York.  HoU^-wood,  Washington,  D.  C, 
and  London. 


You'U  find  FILMOSOUND 
superior  in  these  vital  respects: 

f    Picture  quality. 

2  Sound  quality. 

3  Easy,  mistake-proof  operation. 

4  Protection  of  film  against  scratching, 
breaking,  and  heat  damage. 

5  Efficient  lubrication  of  all  mo\Tng  pans. 

6  Ease  of  replacing  lamp,  tubes,  and  belts. 

7  Ease  of  cleaning  all  optical  system  pans. 

g  Provisions  for  using  such  accessories  as 
microphone,  record  player,  and  extra 
speakers. 


Pitcisiii-llate  ki 


In  The  Sky  series,  367  lighted  pictures  in  slidefilm  form  are  organized 
into  20  units  on  elementary  astronomy.  They  ore  closely  correlated  with 
later  elementary  and  junior  high  school  science  textbooks. 

The  367  lighted  pictures  with  accompanying  text  build  concepts  of  the 
stars,  the  solar  system,  the  moon,  and  how  we  find  out  about  the  sky. 
The  student  sees  their  relationship  to  the  earth   and   to  one   onother. 

The  S'<y  series,  with  its  controlled  vocabulary  and  interest  appeal,  makes 
an  excellent  reading  tool  in  the  later  elementary  grades.  Each  slidefilm 
has  been  carefully  planned  ond  produced.  Each  has  been  tested  in  actual 
classroom  practice. 


AOVINTURCS  SniCS 


These  films  may  he  purchased  through  our  nationwide  dealer  organization. 


JAM  HANDY 


ASK  ABOUT 

OUR  ORi)ER-ON- 

APPROVAL 

PLAN 


LIGHTED  PICTURES 

CLASSKOOM-TESTCO 

7  SLIDEFILMS 

$31-50 


THE  JAM  HANDY  ORGANIZATION,  2821   EatI  Grand  Blvd.,  Dslreil  II,  Michigan 

Please  enter  my  order  for  the  Slidefilm  Kit-Set  "The  Sky"  Series.  □     Price  for  single  film,  $4.50 

Pleoie  send  catalog  Q  and  additional  information  as  follows:__ 

Nnm» ^^ 


Organization_ 
City 


-,Position„ 
_  Address  _ 


_Zone_ 


State— 
Pricej  f.o.b.  Detroit — sub/ert  to  change  without  nef/ce. 


See  S  Hear 

INTERNATIONAL  JOURNAL  OF  AUDIO-VISUAL  EDUCATION 


May  •  June 

We  Are  Today  Spending 
\-y  Conventions  in  August 
New    Materials    Inventory 


Ljour  edjeaier:  a    i/itat  oLlnt 


Mmong  16mm  sound  film  projectors  there 
are  wide  differences  in  prices. 

But  experienced  visual  educators  know 
that  they  can't  simply  accept  the  lowest 
bid,  and  call  the  difference  a  saving  re- 
sulting from  smart  buying. 

For  in  these  competitive  days  particular- 
ly, you  get  what  you  pay  for.  And  if  you 
don't  pay  enough  to  get  quality  projectors, 
you  may  need  a  fund  to  cover  the  risks 
you  run. 

Add  that  fund  to  the  low-bid  price,  and 
the  chances  are  you'll  have  enough  to  buy 
the  finest  projectors  in  the  first  place. 
Then  you'll  be  assured  of  getting  always- 
dependable,  theater-quality  reproduction 
of  pictures  and  sound,  essential  to  the 
success  of  your  audio-visual  program. 


The  16mm  Sound  Film  Projector 
with  a  Hollywood  Heritage 

Forty-one  years  of  supplying  Hollywood's 
preferred  movie  studio  equipment  have 
proved  to  Bell  &  Howell  that  truly  fine 
motion  pictures  cannot  be  produced  by 
projectors  that  ignore  or  sidestep  the  high- 
est standards  of  design  and  manufacture. 
So  Filmosound  projectors  are  built  up  to 
professional  standards,  not  down  to  low- 
bid  prices. 

It's  natural,  then,  that  Filmosound  pro- 
jectors cost  more  to  make.  But  the  value 
is  there,  or  Filmosounds  wouldn't  be  over- 
whelmingly preferred  in  schools. 

Bell  &  Howell  Company,  7184  McCormick 
Road,  Chicago  45.  Branches  in  New  York, 
Hollywood,Washington,  D.  C, and  London. 


9n  todcuifi  (Muuded  claUed  .  .  . 


more 


teachers  are  teaching  •  . 


more 


pupils 


more 


effectively  with 


ENCYCLOPAEDIA    BRITANNICA    FILMS 


IRISH  CHILDREN,  charming  portrayal  of  Irish  farm 
life.  Showi  young  brother  and  sitter  at  work<  at  play, 
ond  on  a  fomily  picnic. 


MAKING  BRICKS  FOR  HOUSES  shows  the  im- 

portant  role  of  bricks  in  modern  construction.  Illustrcrtes 
the    slep-by-step   process   of   manufacture. 


Good  teachers  know  they  can  teach  more  pupils 
more  with  classroom  films.  They  know,  too,  that  they 
can  do  the  job  better  with  EBFilms  .  .  .  because 
EBFilms  are  core  curriculum  material— created  by 
educators  for  the  specific  use  of  educators,  produced 
in  collaboration  with  leading  specialists. 

IRISH  CHILDREN  and  MAKING  BRICKS 
FOR  HOUSES  are  the  newest  additions  to  the  great 
EBFilms  library  ...  the  world's  largest  coUeaion 
of  authentic  classroom  films.  Teachers  will  welcome 
them  for  the  same  reasons  that  have  made  other 
EBFilms  the  basis  of  almost  ever)-  school's  audio- 
visual program: 

Because  EBFilms  are  dear,  force  Jul.  authen- 
tic teaching  instruments.  Because  EBFilms 
make  young  minds  come  alive  .  .  .  and 
learn.  Because  EBFilms  help  teachers  do 
their  job  the  ua)  they  uant  to  do  it  .  .  . 
effectively,  thoroughly,  lastingly. 


ENCYCLOPAEDIA   BRITANNICA   FILMS   INC. 


wnuum,  NAMOis 


THE  EDITORIAL  ADVISORY  BOARD  OF  SEE  &  HEAR  MAGAZIiNE 


Roger  Albright,  Motion  Picture  Association 

Lester  Anderson,  University  of  Minnesota 

V.  C.  Arnspicer,  Encyclopaedia  Britannica  Filn^,  Inc. 

Lester  F.  Beck,  University  of  Oregon 

Esther  Berg,  New  York  City  Public  Schools 

Camilla  Best,  New  Orleans  Public  Schools 

Flovde  E.  Brooker,  U.S.  Office  of  Education 

James  W.  Brown,  Syracuse  University 

Robert  H.  Blrgert,  San  Diego  City  Schools 

Miss  J.  Margaret  Carter,  National  Film    Board 

Lee  \V.  Cochran,   University  of  Iowa 

SiEi'iiEN  M.  Corev,  University  of  Chicago 

C.   R.  Crakes,  Educational  Consultant.  DeVry  Corp. 

Amo   DeBernardis,  Portland  Public  Schools 

Dean   E.  Doi'class,  Educational  Dept.,  RCA 

Henrv  Durr,  Virginia  State  Department  of  Education 

Glen  G.  E^e,  University  of  Wisconsin 

W.  G.  Gnaedinger,  Stale  College  of  Washington 

Leslie  Frve,  Cleveland  Public  Schools 

Lowell  V.  Goodrich,  Supt.,  Milwaukee  Schools 

William   M.  Gregory,   Western  Reserve   University 

John  L.  Hamilton,  Film  Officer,  British  Information  Sentice 

O.  A.  Hankammer,  Kansas  State  Teachers  College 

\V.  H.  Hartley,  Townson  State  Teachers  College,  Maryland 

John  R.  Heik-es,  University  of  Iowa 

Virgil  E.  Hfrrick,  University  of  Chicago 


Henry  H.  Hill,  President,  George  Peabody  College 

Charles  Hoff,  University  of  Omaha 

Walter  E.  Johnson,  Society  for  Visual  Education.  Inc. 

Wanda  Wheeler  Johnston,  Knoxville  Public  Schools 

Herold  L.  Kooser,  Iowa  State  College 

Abraham  Krasker,  Boston  University 

L.  C.  Larson,  Indiatw   University 

Gordon   N.  Mackenzie,   Teachers  College,  Columbia   Univ. 

Harold  B.  McCarty,  Director  WHA,  University  of  Wisconsin 

Bert  McClelland,  Victor  Animatograph   Corporation 

Charles  P.   McInnis,   Columbia    (S.C.)    Public  Schools 

Charles  F.   Milner.   University  of  North   Carolina 

Ervine  N.   Nelsen,  The  Ampro  Corporation 

Elizabeth  Goudy  Noel,  Radio   Consultant,  California 

Francis  Noel,  California  State  Department  of  Education 

Herbert  Olander,   University  of  Pittsburgh 

Bo\D  B.  Rakestraw,   University  of  California,  Berkeley 

C.  R.  Reagan,  Film  Council  of  America 

Don  C.  Rogers,  Chicago  Public  Schools 

W.  T.   Rowland,  Lexington,  Kentucky,  Public  Schools 

E.   E.  Sechriest,  Birmingham  Public  Schools 

Harold  Spears.  San  Francisco  Unified  School  District 

Arthur  Stemus,  Detroit  Public  Schools 

Lelia  Trolincer,  University  of  Colorado 

Paul  \Vendt,  University  of  Minnesota 


SUMMER  WILL  SOON  BE  HERE!  What  does  this  mean  to  you? 
Continuation  of  your  routine  work?  Vacation  and  rest?  Travel? 
Reading?   Summer  school  and  study? 

Yes,  the  summer  months  will  mean  different  activities  for  differ- 
ent persons,  but  for  all  those  engaged  in  any  phase  of  visual 
education,  the  summer  means  at  least  two  activities:  (1)  a  sum- 
mary and  evaluation  of  the  past  year's  activities;  and  (2)  the 
formulation  of  detailed  plans  for  Fall  and  the  new  year. 

During  the  past  year,  did  you  make  effective  use  of  films  in  the 
important  area  of  international  understanding  in  the  classroom 
. .  .assembly.  .  .adult  forums.  .  .churches. .  .societies  and  clubs? 
Did  you  have  a  sufficient  number  of  prints  of  such  films  to  serve 
effectively  your  needs? 

Are  you  prepared  for  the  heavy  demands  for  this  type  of  film 
during  the  coming  year?  Do  you  need  additional  prints  of 
BOUNDARY  LINES.  MARY  VISITS  POLAND.  BREAD  AND  WINE. 
ARTISANS  OF  FLORENCE,  and  our  other  subjects? 

Why  not  place  your  order  ior  these  prints  with  your  visual  education  dealer 
BEFORE  YOU  START  YOUR  VACATION  in  order  that  these  prints  will  be 
ready  for  use  upon  your  return? 

International  Film  Foundation 


1600  BROADWAY 


NEW  YORK   19,  N.  Y. 


SEE     &     HEAR 


tte  OulstandiiijOfValues 


For  Classroom  Use 


...new  RCA  Classroom  Slide  Film  Projector— A  dual- 
purpose  projector  designed  for  35mm  film-scrips  and  2"x  2" 
slides.  It's  priced  so  low  you  can  now  equip  et  er\  classroom  with 
its  own  projector.  The  quickest  and  easiest  projector  threading 
you  have  e\er  seen.  No  sprockets  to  thread  or  damage  film. 


...new  RCA  Transcription  Player  for  the  Classroom  — A 

high  quality  portable  player  for  reproduction  of  either  standard 
phonograph  records  or  16-inch  transcriptions.  Two  separate  motors 
suppl)  positive,  constant  speed  to  turntable  — one  for  33'  3  rpm  and 
one  for  78  rpm.  Detachable  loudspeaker  provides  brilliant  repro- 
duction of  all  voices  and  musical  instruments. 


...the  new  RCA  Victrcla  Classroom  Phonograph— This 
RCA  classroom  phonograph  (Senior  Model  66-ED)  plays 
12-inch  or  lO-inch  records.  Has  "Golden  Throat "  tone  system. 
"Silent  Sapphire"  pickup.  Separate  tone  controls  for  bass  and 
treble.  Blond  finish  walnut  cabinet  with  closed  back.  Hand 
holes  for  convenience  in  carrying. 

Viclrola  T.M.   Reg.   L.S.  Pal.  OS. 


.  .  .  RCA's  new  "400"  16mm  Projector— A  lighter  weight, 
ALL-PURPOSE  projector  for  more  effective  teaching.  Amazingly 
easy  to  thread  and  operate.  Ideal  for  use  in  classroom  or  auditorium. 
Shows  films  at  their  best  in  brilliance  and  contrast— black-and-white 
or  full-color.  Sound  or  silent  operation. 


Sffli 


...RCA  Victor  Record  Library  for  Elementary  Schools 

A  basic  record  librar\  for  the  classroom.  Consists  of  370  com- 
jxjsitions,  83  records,  in  21  albums.  Complete  teaching  sug- 
gestions for  each  record.  Covers  such  activities  as  Rhythms, 
Singing,  Listening,  Rhythm  Bands,  Singing  Games,  and 
other  topics.  Priced  within  the  budget  of  every  school. 


For  descriptive  literature  write:  Educational  Sales  Dept.    82E     RCA,  Camden,  N.  J. 

RAD  to  CORPORATtON  of  AMERICA 


EDUCATIONAL   SALES    DERARTMEMT, 


CAMDEN,  M.J. 


M  A  V 


JUNE     •      1948 


How  Many  of  Your 
Classrooms  Would 

One  Set  of  Pakfolds 

Darken? 


PATENTED 


The  Draper  Portable  Pakfold  can  take  it — easy  to 
transport  trom  room  to  room  where  needed.  To 
apply  this  darkening  shade  or  remove  it,  simply  litt 
its  supporting  pulley  from  the  pulley  bracket,  by  use 
of  the  Draper  Pulley  Fork.  No  screws  to  remove — 
no  ladder  to  climb. 

When  fhe  Pakfold  hangs  over  a  double  roller  shade, 

as  illustrated,  both  shades  hanging  on  the  face  of 
casings  or  wall — a  pair  of  Pakfold  Spring  Clips 
will  hold  the  cloth  close  fitting  around  the  double 
roller  assembly,  eliminating  interference  of  the  two 
shades  and  giving  excellent  darkening. 

When  nof  in  use,  the  Pakfold  is  rolled  up  in  a  neat 
roll,  with  cover  fastened  by  turn-buttons  to  keep  it 
clean  and  in  good  condition,  as  illustrated. 

Pakfolds  are  practical  in  all  sizes.  For  large  windows 
of  unusual  width  or  length  Pakfolds  are  made  with 
two  sets  of  pulleys  and  cords. 

LUTHER  0.  DRAPER 
SHADE  COMPANY 

Dept.  SH-5,         Spiceland,   Indiana 


LETS    GO    TO     CHICAGO     IN     AUGUST     FOR 

National  Audio- Visual 
Convention  Week! 

NAVED     •     EFLA     •     FILM  COl  NCIL     •     MIDWEST  FORl'M 

*  rhis  year's  big  coiiNcntion  ot  llic  National  Associa- 
tion of  Visual  Education  Dealers  will  take  place  at  the 
Hotel  Sherman  in  Chicago  beginning  Sunday  August  8 
and  ending  Wednesday  August  II.  It  will  be  enlarged 
b\  the  annual  meetings  of  three  other  organizations 
held  just  belore  or  dining  the  N.AVED  meeting.  These 
groups  are  the  Film  Council  of  .\mcrica,  the  Education- 
al Film  Librar\  .Association.  ;ind  ihc  Midwest  Forinii 
on  Visual  Teaching  Aids. 

Serving  as  focus  of  interest  will  be  the  huge  NAVED 
trade  show  with  90  booths  exhibiting  the  latest  in  au- 
dio-visual equipment,  films,  and  materials. 

The  conxention  program  itself  is  being  prepared  by 
the  Convention  conunittee  imder  the  chairmanship  ol 
Ernie  Ryan,  president  of  Ryan  Visual  Aids  Service,  Dav- 
enport, Iowa.  There  will  be  an  opening  general  session 
on  Monday  morning,  .\ugusl  9,  and  a  closing  one  on 
Wednesday  afternoon,  August  1 1 .  The  body  of  the 
meeting  will  be  composed  of  eight  open-forum  discus- 
sion groups.  Topics  to  be  covered  include:  Educational 
Film  Problems,  .Ser\ing  the  Clunch,  Audio-Visual  Aids 
in  Business,  Manufactmcr-Producer-Dealer  Relation- 
ships, and  Managing  Your  Business.  These  topics,  as 
xvell  as  the  general  program  plan,  were  established  by 
the  Convention  committee  on  the  basis  of  returns  from 
115  three-page  questionnaires  turned  in  b\  N.W'ED 
members  from  all  over  the  country. 

This  year,  for  the  first  liine,  trade  show  exhibitors 
will  be  allowed  to  show  films  in  their  booths  making 
possible  elimination  of  the  pre\  iew  theatres  which  were 
used  for  film  showings  in  1947. 

Hotel  reservations  for  the  convention  will  be  handled 
by  NAVED,  845  Chicago  av.,  Evansion,  111.  Members 
of  NAVED,  EFLA,  Mklwest  Forimi,  and  all  official 
Film  Coimcil  representatives  will  receive  reservation 
forms  from  their  respective  organizations. 


Educational    Film   Library   Association 
Conference  Meets  August  6-9th 


•k  Fhc  Educational  Film  Libiarv  Association  will  open 
its  fifth  annual  conference  on  August  fi  at  the  Hotel 
Sherman  in  Chicago.  Meetings  will  conlinue  through 
Monday  morning,  August  9. 

J.  R.  Bingham,  president  of  EFLA  and  director  ol 
Association  Films,  emphasi/cd  lliis  month  that  the  con- 
ference will  present  an  luiique  opporiimity  for  the 
participants  to  discuss  film  problems  of  mutual  concern, 
lo  become  familiar  with  ]jrogram  develojjments  in  other 
insiitutions,  lo  gain  luidcrstanding  of  the  role  of  film 
coiuicils  in  local  conmumitv  situations,  and  to  ijccome 
accpiainted  with  some  of  the  newer  developments  in 
both  equipment  and  programing  materials. 

Informalitv  and  disdission  will  keynote  the  meetings. 
A  reception  sponsored  by  the  members  of  the  board 
(continued     on     page     fourteen) 


SEE     &     HEAR 


LANGUAGE   ARTS 

Do  Words  Ever  fool  You  ? 


\^ 


-<x 


■  ahsofbing  film  thai  will  balp  students  answer  "No" 


MATHEMATICS 

The  Langvag*  of  Graphs 


Taoi}»| 


paftairt  Mm  on 


HOME  ECONOMICS 

Whof  Is  Cloth  ? 


JUST  COMPLETED! 


6  Outstanding 

Coronet 

INSTRUCTIONAL    FILMS 


Here  are  six  new  subjects  created  by  Coronet 
Instructional  Films  with  the  same  artistry  that 
has  made  oil  of  Coronet's  previous  releases 
the  most  popular  educational  films  in  the 
nation.  Each  is  a  triumph  in  photographic 
excellence,  fidelity  of  sound  recording,  and 
as  an  authentic,  practical  teaching  tool. 

You  can  easily  arrange  for  classroom  use 
of  these  films.   Simply  write  to: 

Coronet  instructional  films 

CORONET    BUILDING     •     CHICAGO    1,    ILLINOIS 


Yarn  and  Cfofh  Construction 


'^:h 


H 


~     I 


The  question  is  answered  simply  yet  cempleleiy  in  this 
basic  treatment  of  the  subiect. 

PHYSICAL  SCIENCE 

The  Nature  of  Sound 


^ 


m 


j^jjiyl 


% 


ii'ti 


Stadents  can  aclaally  watch  the  processes  . 
■nderiying  principles  of  yam  and  cloth. 


Introduction  to  Eleetrieity 


^ 


i^i 


:^-^-^_ 


■ V 


hes  soond  with  sooad,  illaslfotad.  aaii 


An  essential  film  en  a  subiect  essential  to  every  slodenl 
in  this  modem,  electrical  worid. 


.M  A  V      •     J  L   N  E     •      19  4  8 


. . .  Announcing 
A  New  Policy 

In  previous  years  Vaporate  Company  acted  as  a  sales 
agency  for  Peerless  Film  Processing  Corporation  in 
the  amateur  field,  and  in  some  catagories  of  the  non- 
theatrical  field.  We  wish  to  announce  to  the  general 
photographic  industry  that  henceforth  we  will  handle 
all  markets  under  our  own.  the  Peerless,  name.  We 
continue  to  offer  the  same  vacuum  vaporating  treat- 
ment of  films  which  we  have  offered  for  14  years  —  but 
no  longer  through  Vaporate  Company.  Now  -  lower 
prices  and  Peerless  personalized  service  are  in  effect. 

No  other  film  treatment  has  ever  been  used  so  exten- 
sively and  has  such  wide  acceptance  in  the  industry. 
No  other  film  treatment  offers  such  positive  protection 
against  film  damage.  Peerless  Film  Treatment  is  avail- 
able at  numerous  commercial  laboratories  throughout 
the  country.  The  effectiveness  of  Peerless  Film  Treat- 
ment and  the  proven  safety  of  Peerless  chemicals  have 
earned  the  appreciation  of  thousands  of  users. 


ff'rite  for  list  of 
neic  low  prices  and 
Peerless  processing 
installations. 


Peerless  Film  Processing  Corporation 

165  West  46lh  Street  •  New  York  19,  N.  Y. 


See  &  Hear 


INTERNATIONAL  JOURNAL  OF  AUDIO-VISUAL  EDUCATION 

PUBLISHED  AT  812  N.  DEARBORN  STREET  -  CHICAGO  10,  ILL 

by  Audio-Visual   Publications,   Inc. 
Earl  M.  Hale,  President  O.  H.  Coelln,  Jr.,  Publisher 

Walter  A.  Wittich,  Editor  John  Guy  Fowlkes,  Editor 

William  Ball,  Art  Director 


New  York  Office: 

489  Fifth  Avenue 

Robert  Seymour,  Jr.,  Eastern  Mgr. 


Los  Angeles  Office: 

5606  Sunset  Boulevard, 
Edmund  Kerr,   Western  Mgr. 


Issue     9     Volume     ,t      |,ul,lish«i     May.      194K     .it     812    N.    n^rhorn    SI.,    Chicago     10  by    Audui-Visual 

Publications     Inc      Trade    Mark    Registered    U.    S.    Patent    OITice.      Entire    Contents  Copyright     1948. 

intcrnatioiial     Rights    Resnyed.      .-Vppliration     for    second    class    matter    pending    at  the    Post    Office 

Chicago.     Ilhriois.      By    subscription    $3.00    per    school    year:     foreign     S4.00.      Address  all     inquiries    to 
Office  of   Publication   at   Chicago,   Illinois. 


WE   PAUSE   TO   SALUTE 


Charlks    R.    Crakes 


DeVry  Educational  Consultant 
Participates  in  551   Meetings 

Hi:  RE  l.S  1  HE  SIORV  a  hun- 
ilied  thousand  teachers  and 
school  administrators 
throughout  these  United  States  and 
Canada  ha\e  been  writing  and  talk- 
ing about  these  past  three  or  lour 
years.  Yet  this  story  remains  largeK 
untold  and  unheralded  because  the 
good  works  of  a  man  whose  mission- 
ary efforts  and  unselfish  contribu- 
tions toward  the  belter  understand- 
ing of  the  aiRlio-\  isual  idea  ha\  e 
been  given  so  modesih  and  without 
promotional  fanlare. 

All  ol  us  in  education,  and  parti- 
cularly those  in  the  audio-\isual 
field,  owe  a  debt  of  gratitude  to 
Charles  Crakes,  educational  consul- 
tant, and  to  president  W.  C.  DeVry 
ot  the  DeVry  Corporation  (whose 
faith  and  purse  has  made  possible 
this  jjtiblic  ser\ice  program)  rfo 
apperance  at  more  than  550  educa- 
tional conferences  since  1943.  Dur- 
ing the  past  lilM  li\e  months,  from 
October,  1943  to  Mav,  1948,  Mr. 
Crakes  has  tra\eled  to  forty-three 
states  and  nine  pn)\  inccs  of  Canada. 
partici])ating  in  the  programs  of  551 
educational  and  religious  confer- 
ences with  an  aggregate  attendance 
of  54.039  indixiduals.  In  addition  to 
these  group  meetings,  he  has  held 
conferences  with  officials  of  more 
than  295  educational  institutions. 

This  former  pulilic  school  super- 
intendent left  his  post  in  the  Illinois 
schools  to  make  his  direct  contribu- 
tion lo  lietter  understanding  of  tlie.se 
looK  loi  learning  ai  the  direct  in- 
\itation  of  Mr.  De\r\. 

No  mere  guest,   Mi.  Crakes  is  an 

(C  C)  N  1    I  \  U  K  I)     ()  N      P  A  G  E      3  3) 


SEE     &:     HEAR 


See  the  amazing  difference  on  the  screen 


SHARP,   BRILLIANT 
SCREEN   IMAGES 

with  BAUSCH  &  LOMB 

DUAL   PURPOSE 

LRM  BALOPTICON* 


.^ 


The  Bausch  &  Lomb  LRM  Balopticon  Gives  You 

ALL   THESE    FEATURES 


#  Duul  Purpose  Projector. 
'  Shows  both  conventional 
and  student-made  slides 
and  opaque  objects,  in- 
cluding printed  illustra- 
tions and  text,  photo- 
graphs and  geological  or  botanical  specimens. 

#  Large,  Sharp,  Brilliant  Screen  Images.  Possible 
because  of  unusual  amount  of  light  projected  by 
two  fine  quality  optical  systems. 

#  No  Distracting  Change  hi  Image  Brightness.  Bal- 
anced illumination  permits  switching  from  slide  to 


opaque  projection  without  change  in  screen  bril- 
liance. Eliminates  eyestrain,  increases  audience 
appreciation. 

#  Built-in  Blower  Cooling  System.  Slides  and  opaque 
materials  are  thus  protected  from  heat  damage. 

Look  for  these  features  before  you  buy.  See  for 
yourself  with  a  visual  demonstration  how  B&L 
Balopticons  answer  every  still  projection  need  for 
small  auditoriums,  schoolrooms,  meetings,  etc.  No 
obligation,  of  course.  Use  the  handy  coupon  to 
request  free  demonstration  and  literature. 

'Trade  Mark  Rcgistertd  V.  S.  Pal.  Off. 


BAUSCH  b  LOMB 


OPTICAL  COMPANY 


ROCHESTER   2.  N.Y. 


WRITE   FOR    IREE    DEMONSTRATION 


TOT 


BALSCH  &  LOMB  OPTICAL  CO. 

747-R  St.  Paul  Street,  Rochester  2,  New  York 

n   I  would  like  a  free  demonstration  of  the  LRM 
Balopticon. 
Please  send  me  descriptive  literature.  (Please  check  Boxes) 


MME. 


ADDRESS 
CITY 


-STATE - 


.M  A  Y 


JUNE     •     1948 


PROJECTOR  YOU  WANT 


A  Note  of  Correction 

♦  Corrections— In  a  footnote  on  page 
25  of  our  April  issue,  tfie  I6nim  film 
Family  Teamwork  was  erroneoiish 
listed  as  being  a  product  of  Siiiiniel- 
Meservey.  The  22-minute  picture 
is  a  Frith  Films  production.  For 
information  write  Fritli  Fihus.  Hol- 
lywood 28,  Calif. 

The  Dudley  Pictures  Corp.  series 
entitled  This  Land  of  Ours  were 
listed  incorrectly  on  page  37  of  our 
April  issue  as  Tins  Land  Is  Our 
Series. 

Correction  —  Coronet  Instructional 
Films'     The    Language    of    Graphs 


priced  at  B&W,  §45,  and  Color,  S90, 
in  our  April  issue  should  have  been 
listed  as  B&W,  §56.25,  and  Color, 
SI  12.50.  The  film  is  a  reel  and  one- 
quarter  in  length. 
John  Sterytig  in  Neu'  Post 
♦  (.kncoe  Public  .Schools  have  an- 
nounced the  appointment  of  John 
Sttrnig.  formerlv  in  charge  of  Visual 
Education,  to  the  post  of  .\ssistant 
Superintendent.  From  that  position 
we  know  that  he  will  be  able  to  be 
more  effectixe  in  a  trid\  dynamic 
field  of  education;  namelv,  the  rela- 
tionship of  audiovisual  materials  to 
general  instruction. 


BRIEFS   from   the   NEWS 

♦  The  Audio-\'isual  Conference  of 
I  he  Lake  Coimty,  111.,  schools  was 
lield  at  the  Waiikegan  Tow'nship 
High  School  on  .April  30.  The  meet- 
ing \vas  highlighted  by  \arious  ex- 
hibits, deinonstration  groups,  and 
dim  previews. 

♦  The  National  .Association  of  \'is- 
ual  Education  Dealers  mo\ed  to  new 
offues  at  845  Chicago  a\.,  E\anston, 
ill.,  on  .\pril  10.  The  move  was  made 
in  order  to  provide  space  for  ex- 
jjanded  services  to  members,  and  to 
reduce  operating  costs  which  had 
been  increasing  steadily  iir  X.\\'ED"s 
lormer  Chicago  Loop  location. 

♦  Recent  appearance  of  the  1948 
catalogue  of  "Motion  Pictures  and 
Transcriptions"  has  been  marked  by 
a  very  complete  list  of  motion  pic- 
luies  and  transcriptions.  The  com- 
plete correlation  of  the  two  is  very 
well  worked  out  under  the  effective 
1  o  r  m  a  t  arranged  bv  ^Villiam  G. 
Gnaedinger,  Head,  Bureau  of  \'isual 
Teaching  Washington  State  College. 

♦  A  grant  of  $10,000  a  year  for  two 
vears  has  been  awarded  to  the  Film 
Council  of  America  bv  the  Carneoie 
Corporation  of  New  York,  according 
to  Stephen  M.  Corev.  Chairman  of 
ihe  board  of  trustees  of  the  EGA. 

Wayne   University  Lists  Seri'ices 
Provided   by  Audio-Visual  Bureau 

♦  Since  the  Department  of  \'isual 
.ind  .\uditory  Services  was  organized 
on  October  1,  1946,  audio-visual 
services  have  been  offered  in  three 
areas: 

1.  lit  the  field  of  visual  services, 
70  departments  within  the  colleges, 
schools,  and  divisions  of  Wayne  Uni- 
versity have  been  served.  \'isual  serv- 
ices, in  terms  of  dollars,  amounted  to 
S7,861 ;  photographic  services,  $2,449. 
The  total  number  of  separate  assign- 
ments totaled  1,985. 

2.  Besides  the  specific  services 
mentioned  above,  more  than  30  spe- 
cial projects  were  participated  in, 
such  as:  exhibits.  pre])aration  of 
filmstrip  materials,  establishment  of 
a  basic  nursing-film  library,  and  as- 
sistance in  local,  civic  organization 
groups  enfolding  programs  utilizing 
audio-visual  materials. 

The  Department  of  \isual  and 
.Auditory  Services  has  worked  with 
approximately  100  ^\'ayne  L'niver- 
sitv  faculty  members  in  planning 
visual  programs. 


10 


SEE     &     HEAR 


F^- 


p  boto-park  er-&a  rms  « 


NEW  SOUND  SLlDEflLM  UNIT! 


O 


Look  perfect?  Try  it  and  see!  The  Sound- 
view  is  a  dream  unit.  It  does  everything  you 
ever  wanted  sound  slidefilm  to  do. 

Check  these  features  against  your  budget  and 
your  present  or  planned  equipment: 

AUTOMATIC— The  new  automatic  feature  allows  you  to 
operate  the  entire  unit  with  no  string  pulling  and  no  audi- 
ble signal  on  the  record.  The  machine  operates  smoothly 
and  quietly  by  itself. 

BRIGHTER  PiCTURE-The  Viewlex  projeaor  gives  your  pic- 
ture more  light  with  less  heat  than  any  other  projeaor. 
Special  coated  lenses  insure  bright  undistorted  projection— 
a  patented  frame  change  device  protects  your  films  against 
scratching. 

PUSH-BUTTON-CONTROL-A  push  bunon  easily  concealed 
in  the  hand  allows  the  operator  to  change  the  frames  manu- 
ally from  any  distance. 

QUALITY  SOUND— The  loud  speaker  in  the  Soundview  is 
encased  in  an  acoustically  corrected  section  of  the  carrj-ing 


This  equipment  is  manufactured  especially 
for    Automatic    Projection    Corporation    by: 

SYIVANIA  ELECTRIC  PRODUCTS  INC. 

ELECTRONICS    DIVISION 


case— "loud"  means  high  amplification  and  not  distorted 
speaker  rattle. 

CONTROL  BOARD— Especially  designed  for  easy  and  rapid 
control  of  all  the  Soundview  facilities  this  board  contains 
volume,  tone,  push-button  input.  Manual-Microphone- 
Automatic  switch,  speaker  output,  on-off.  microphone  in- 
put, and  phonograph  motor  conuol. 

OTHER  FEATURES-Unit  can  be  operated  at  "8  or  3?'  3  RPM 

—special  light  weight  pickup  arm— unit  not  much  larger 
than  portable  type- 
writer —  lens  easily  ac- 
cessible for  cleaning. 

VTeight  —  22   pounds!        ik.'^^^^^^^^^^K:  -  "  -^'9 
Send  for  illustrated  ac- 
cessories list. 

All  your  present  records 
and  slidefilms  operate 
perfectly  on  this  new  unit. 
Records  can  be  converted 
for  automatic  use  at  a 
small  cost. 


SOUNDVIEW 

A  Product  of  Aufomotic  Projection  Corporation 

131    WEST   52nd    ST.,    NEV/   YORK   19,  N.  Y. 


.\I  A  Y 


JUNE      •      19  4  8 


11 


MODEL  AAA 


PROOF 

of  SUPERIORITY! 


*  SCHOOLS 


Wm^ 


*  CHURCHES 


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#  In  the  three  fields  where  qnnlily  of 
projection  is  liest  understood  .  .  .  and  most 
essential  .  .  .  the  overwhelming  preference 
is  for  S.V.E.  projectors.  Over  919o  of  all 
still  projectors  in  the  nations  schools, 
churches,  and  industrial  lirnis  are  S.V.E. 
projectors.  This  is  convincing  i)roof  .  .  . 
from  the  experts  ...  of  S.V.E.  superiority. 


^-^-  .a  ..  o/^Ural  ^J^-'"  '"-'-  ^^.W //.,.,  I/,.  ^.  ■//: 


^. 


The  World's 
Most  Popular  Projector 


The  most  popular  of  all  still  projectors  is  the 
S.V.E,  Model  AAA.  This  Tri-Purpose  projector 
shows  bU  three:  2"  x  2"  slides,  single-frame,  and 
doultle-ffiiine  iilmslrijis.  5"  focal  length  coaled 
Anastigmat  projection  (F:3.5)  lens.  300  watts. 
Easy  change-over  from  filmstrips  to  2"  x  2"  slides 
and  vice  versa.  Equipped  with  new  EZ  film 
threading  clasp.    Leatherette  case. 

Other  S.V.E.  models  for  any  2"  x  2" 
slide  or  S.irnru.  filmstrip  requirement. 


\\  ri/f  fofltjy  for  FREE  calalog  of  S.V.E.  projectors  and 
/)nij,-rhon  <i(r>:ss(irirs.  Also  ask  for  catalof/s  of  effurafi'tinnl 
or  rr!iii!i)iis  S.  I  .A".   :^"  j-  l'"  ,*i{idcs  and  filmslrip.'i. 


SOCIETY  FOR  VISUAL  EDUCATION,  INC. 

100  East  Ohio  Street 
Chicago  11,  Illinois 


Address  Depl.  £555 


PHVS1C.\L    EDlCVnOX    NEWS 

Athletic  Institute  Releases 
"Beginning  Tennis"  Series! 

BEGIWIXG  TEXXI.S,  initial 
"package"  in  a  coniprchensi\e 
sports  and  physical  education  sound 
slidefilm  program,  was  enthusiasti- 
cally endorsed  by  more  than  2,000 
school,  college,  and  recreational  lead- 
ers attending  a  special  preview  at  the 
recent  convention  of  the  American 
Association  for  Health,  Physical  Ed- 
ucation &;  Reel  cation.  The  program 
is  sponsored  bv  the  Athletic  iuMJuue 
on  a  stricth  non-profit  Ijasis.  and 
ultimateh  will  toxer  basic  and  ad- 
\anced  instruction  in  some  25  to  30 
major  sports  and  athletic  events. 

Col.  Theodore  P.  Bank,  Athletic 
Institute    president,    announced    de- 
tails of  the  program  after  the  screen- 
ing of  the  first  completed  unit.  "This 
introduction,"    he    said,    "follows    a 
two-year    stiich     conducted    bv    the 
InstitiUc  to  liiul  a  satisfactorx,  low- 
cost  audio-\isual  sports  and  physical 
education    teathing    aid    to    fit    the 
thousands    ot    low-budgeted    school, 
college,    and    recreational    programs 
throughout  the  country.    During  the 
next  fi\e  years  the  .-Vthletic  Instiiiuc 
will    spend    an    estimated    S.')00,000 
jjroducing  the  subjects  needed  and 
demanded  by  leaders  in  the  recrea- 
tional  field.     .\oi    one   cent   of   this 
amoimt  will  be  letmned  to  us  b\  the 
sale  of  the  units.   .Ml  films,  transcrip- 
tions, and  related  printed  inaterials 
will  be  offered  at  actual  cost  price." 
Bciiiuning  Trim  is,  first  release  in 
the   Beginning   Sports   Series   covers 
fundamental  instruction  in  the  rules 
and  play  of  the  game.    The  kit  in- 
cludes:   five   integrated  slidefilms, 
carefully    prepared    into    a    logical 
teaching  unit:   instruction  commen- 
tary transcribed  on  records;  a  com- 
prehensive   teacher's    manual;    and 
one  set  of  five  3"  x  4"  student  pock- 
et \ersions  of  the  films.    The  latter 
items  are  unitjue  little  booklets  re- 
peating    each    slidefilm,     frame    by 
tranie,  and  carrying  a  word  for  word 
re])rini   of  the  transcribed  commen- 
tary.    They    ]jro\ide    the   student    a 
comi^lete  library  of  instructional  aids 
based  on  the  films. 

The   entire    fi\e-film    tennis   series 

contains  287  frames  and  runs  approx- 

.imately  45  minutes  as  a  unit.    Other 

(  c:  o  \  T  I  N  f  i  I)    0  .\    I'  A  (.  i:    3  7  ) 


12 


SEE     &     HEAR 


Glen  Burch  is  Executive  Director 
of  the  Film  Coiiticil  of  America 

♦  riie  appoiinmciu  of  Glen  Burch 
as  Executive  Director  of  tlie  Film 
(Council  of  America  was  aunouiuccl 
recently  by  Stephen  M.  Corey,  Chair- 
man of  the  Boaril  dI  Trustees. 

Burch  is  at  present  Assistant  to  the 
Diiector  of  the  American  Association 
lor  Adult  Education  and  will  assume 
his  duties  with  the  Film  Council  of 
.\merica  on  |id\  1.  In  his  new  ca- 
jjacitv  he  will  coordinate  the  infor- 
mational him  interests  of  eight  na- 
tional associations. 

In  addition  to  his  position  with 
the  .\merican  .Association  for  .Adidt 
Education,  Burch  is  the  editor  of  the 
Adult  Education  Journal  and  asso- 
ciate editor  of  the  Film  Forum  Re- 
view. He  is  chairman  of  the  Film 
Forum  Committee  of  tlie  American 
I.ibrarv  .Association.  Secretary  of  the 
Commission  on  .Motion  Pictures  in 
Adult  Education,  Chairman  of  tlie 
National  Committee  on  Film  For- 
ums, and  Consultant  to  the  Xew 
'i Ork  State  Department  of  Education 
Bureau  of  .\dult  Education.  He  is 
author  of  a  forthcoming  book.  Film 
Forums  arid  Adult  Education  Groups 
and  numerous  magazine  articles.  Mr. 
Burch  will  recei\e  his  doctorate  from 
Columbia  University  this  spring. 

Summer  A-l'  Workshop  in  Oregon 
Announced  by  State  Leader  Group 

♦  .\  vacation  workshop  in  problems 
in  preparation,  administration,  and 
use  of  audio-\isual  aids  is  an  inno- 
\ ation  in  this  gear's  summer  program 
of  the  General  Extension  Division, 
Oregon  State  System  of  Higher  Edu- 
cation. The  workshop  will  combine 
two  weeks  of  recreation  and  work 
at  Oregon  State  College's  Marine 
Biology  Institute  near  Coos  Bav  on 
the  Oregon  coast. 

T\pes  of  problems  will  include 
development  of  courses  of  study 
built  around  basic  audio-\isual  ma- 
terials, planning  and  producing  sets 
of  kodachrome  slides,  cinematog- 
raphy, and  the  development  of  an 
administrative  and  supervisory  pro- 
gram. It  is  expected  that  applicants 
will  ha\e  in  mind  projects  they  wish 
to  work  on  under  the  guidance  of 
the  experienced  faculty. 

Dr.  Lester  Beck,  Associate  Pro- 
fessor of  Psychology,  University  of 
Oregon:  -Anio  DeBernardis.  Super- 
visor of  -Audio-Visual  .Aids,  Portland 


The  Editors  of  SEE  &  HEAR  bring  you  the  highlights  in 

NEWS  of  the  MONTH 


Public  Schools;  William  G.  Gnae- 
dingcr.  Head.  Bureau  of  \isual 
leaching.  State  College  of  Washing- 
ton;  and  Dr.  Curtis  Reid,  Head,  De- 
|jartmciu  of  \'isual  Instruction.  Ore- 
gon Slate  S\stcm  of  Higher  Educa- 
tion, will  make  up  the  faculty  tor 
the  workshop.  Dr.  Rcid  will  be  gen- 
eral director  of  the  workshop. 

Standard  graduate  credit  ^vill  be 
given  to  s  t  u  d  e  n  t  s.  Experienced 
teachers  and  administrators  \\ill  be 
given  preference  since  enrollment 
must  be  limited  to  30  persons,  dur- 
ing the  session  from  July  26  to  .Au- 
gust 6.  .Address  all  iiu|uiries  to  Dr. 
Curtis  Reid,  Head.  Depaitment  of 
\isual  Instruction.  Oiegon  State  Svs- 
tern  of  Higher  Education,  Corvallis, 
Oregon. 

St.  Louis  Schools  Sponsor  Radio 
Workshop  for  Teachers  June  14-25 

♦  1  he  St.  Louis  pidilic  schools  will 
sjjonsor  a  radio  vvorkshop  in  mod- 
ern broadcasting  in  cooperation  with 
Station  K.MOX  in  St.  Louis  from 
Jime  14  to  25.  Teachers  who  take 
the  coinse  may  receive  two  hours 
college  credit  through  the  School  of 
Education  at  the  University  of 
Missouri   or  at   Lincoln    University. 

The  workshop  will  give  high 
school  and  elementary  school  prob- 
lems special  consideration.  In  addi- 
tion to  receiving  a  background 
knov\ledgc  of  radio,  workshop  mem- 
bers will  be  aljle  to  select  courses 
in  classroom  utilization  of  radio, 
script  writing,  program  planning, 
and  direction  of  high  school  radio 
workshojjs.  'Fhe  facidty  will  include 
Dr.  I.  Keith  Tyler.  Ohio  State  Uni- 
versity director  of  radio  education: 
Miss  Marguerite  Fleming.  St.  Louis 
schools  radio  consultant:  Mrs.  Kath- 
leen Lardie.  Detroit  schools  radio 
director:  Miss  .Martha  .M.  Boyer. 
radio  director  of  Lindenwood  Col- 
lege, and  Ben  AVilson.  KMOX  con- 
tinuitv    director. 

.V«j'    York   Film   Council   Fights 
Board  of  Education  Budget  Cut 

♦  The  Xew  York  F'ilm  Coimcil  re- 
cently   made   a   strong   plea    to   city 


officials  against  slashing  the  meagre 
budget  of  the  Board  of  Education 
X'isual  Etlucation  |>rogram  for  1918- 
1949.  .A  petition  protesting  the  pro- 
jjosed  reduction  was  presented  to 
the  authorities.  In  a  story  presenta- 
tion before  more  than  200  civic  and 
educational  leaders,  .A.  H.  Motley, 
publisher  of  Parade  magazine  and 
a  trustee  of  the  Film  Council  of 
.America,  set  forth  the  case  against 
reduction  and  advocated  an  increase 
of  funds  to  5500.000. 

The  council's  action  was  its  first 
move  under  its  new  board  of  direc- 
tors. The  points  in  its  revised  pro- 
gram  call   lor: 

1.  .Active  aid  to  the  Xew  York 
Board  of  Education  so  that  adequate 
hinds  are  apjjropriated  for  visual 
education   in  the  citv  schools. 

2.  Selection  of  a  group  of  specialists 
to  demonstrate  to  all  organizations 
the  use  of  films  for  discussion. 

3.  -A  ])ublic  workshop  to  acquaint 
group  leaders  with  the  information 
needed  for  conducting  film  forums 
or  using  films  in  conjunction  with 
jjublic  affairs  discussions. 

4.  Compilation  of  literature  on 
films  for  distribution  by  the  council. 

5.  Setting  up  the  first  city-wide  con- 
ference on  the  use  of  films  for  jniblic 
affairs. 

t).  -Appointment  of  a  committee  to 
study  city  and  state  laws  on  licens- 
ing   and   censoring   of    1 6mm    films. 

Oxford  (Miss.)  Organizes  Council 

♦  The  little  city  of  Oxford.  .Missis- 
■  sip|ji  organized  a  Communitv  Film 
Council  on  February  19,  with  fifty 
community  leaders  present.  Oxford 
is  the  home  of  the  Universitv  of 
-Mississip]>i  and  has  a  population  of 
about  4000.  The  membership  is 
composed  of  business  and  profes- 
sional people  of  Oxford  and  the 
L'niversitv  facultv.  -Most  of  the  com- 
munity groups  in  the  city  were  rep- 
resented. 

The  organization  of  the  Council 
was  directed  b\  Dr.  H.  D.  Worthy 
v\-ho  is  Chairman  of  the  Department 
of  .Audio-\'isual  Education  at  the 
University    of    Mississippi.  9 


M  A  \ 


JUNE 


19  4  8 


13 


EDUCATIONAL  FILM  LIBRARY   ASSOCIATION    CONFERENCE 

screened,  a  caretully  selected  panel  of;  "experts"  will 
weigh  the  values  of  each  film,  and  opportunity  will  be 
provided  for  active  discussion  from  the  floor,  A  new 
]3articipation  device  will  be  demonstrated  during  this 
discussion  period. 


(    C:    O    N    T    1    N    I      K    I)  FROM  PAGE         S    I    X    ) 

and  executive  officers  is  scheduled  for  Friday  evening  as 
the  opening  event.  The  Saturday,  August  7,  sessions,  fol- 
lowing last  year's  pattern,  will  emphasize  small  group 
discussions.  The  service  aspects  of  film  programs  will 
be  considered  during  the  morning  session  which  is  joint- 
ly sponsored  with  the  Nfidwesi  Fonuii.  One  group  will 
discuss  the  psvchological  aspects  of  learning  as  it  relates 
to  film  utilization  in  schools  and  community  education 
programs.  Other  groups  will  consider  problems  of  film 
selection,  circulation,  jjioduction,   and  administration. 

To  Review  Full  Range  Of  .\-\'  Pr()(;rams 
A  consideration  of  audio-v  isual  programs  as  they  re- 
late to  schools,  institutions  of  higher  education,  religi- 
ous organizations,  public  libraries,  and  general  adult 
education  organizations  is  scheduled  for  the  afternoon 
sectional  meetings. 

Film  selection  is  now  recognized  as  a  serious  concern 
in  any  audio-visual  ])rogram.  The  Saturday  evening 
session  has  been  set  up  with  a  view  toward  focusing  at- 
tention on  the  complex  problems  involved  in  the  selec- 
tion  process.      After  several   current   films   have   been 


Holding    Joint  Meeting  With  Dealers 
EFLA'S  Monday  morning  closing  session  is  a  joint 
meeting  with  the  National  Association  of  Visual  Edu- 
cation Dealers,  whose  convention  will  be  opening  with 
tliis  session. 

Members  of  EFL.\'s  conference  planning  committee 
include:  L.  Harrv  Strauss,  Commission  on  Motion  Pic- 
tures in  Adult  Association  (chairman)  ;  Patricia  Blair, 
American  Library  Association;  I.  C.  Boerlin,  Pennsyl- 
vania State  College;  Joseph  Dickman,  Encyclopaedia 
Britannica;  Pearl  Rosser,  International  Council  on  Re- 
ligious Education;  Robert  Schacht,  University  of  Wis- 
consin; Richard  Sealock,  Gary  Public  Library;  Ernest 
Tiemann,  Indiana  University;  Don  White,  National 
Association  of  Visual  Education  Dealers;  Thurman 
White,  Film  Coimcil  of  America;  and  Donakl  Williams, 
Indiana  University. 


The  Film  Council  of  America 
Convenes  on  August  8th  and  9th 


lOth  Annual  Midwest  Forum 
Meeting  on  Friday,  August  6th 


■*•  Meeting  in  conjunction  with  the  National  Associa- 
tion of  Visual  Education  Dealers,  the  Educational  Film 
Library  Association  and  the  Midwest  Forum,  the  Film 
Council  of  America  will  hold  its  first  Annual  Confer- 
ence at  the  Hotel  Sherman,  Chicago,  August  8th  and 
9th. 

The  program  has  been  planned  to  be  of  maxiininu 
benefit  to  conmiunity  film  coiuicil  leaders.  Information 
will  be  given  on  the  organization  of  councils  to  serve 
communitv  needs,  and  suggestions  will  be  offered  on 
ivpical  council  programs. 

On  August  8th,  a  general  meeting  will  be  held  on 
the  subject,  "Planning  a  Community  Wide  Film  Pro- 
gram." A  recently  completed  Rochester,  N.  Y.  commu- 
nity survey  will  be  presented  by  the  cpiestion  and  an- 
swer method— the  answers  will  be  visualized  through 
especially  prepared  slides  accompanied  by  oral  explana- 
tion. 

The  committee  in  charge  of  this  feature  is:  J.  Mar- 
garet Carter,  National  Film  Board  of  Canada,  Chair- 
man; Kenneth  Edwards,  Eastman  Kodak  Company; 
Mrs.  Patricia  Blair,  American  Library  Association;  Don 
W'hitc,  National  .Association  of  Visual  Education  Deal- 
ers; June  Sark,  Educaiional  Screen;  Pearl  Rosser,  Inter- 
national Council  of  Religious  Education;  Paul  Reed, 
Rochester  Board  of  Education,  and  Mrs.  Aline  L.  Legg. 
Administrative  Secretary,  I-'ilm  C^oimcil  of  America. 

Members  representing  local  community  film  coimcils 
also  will  participate  in  the  business  meeting  of  the  sen- 
ate of  the  Film  Coimcil  of  America.  C.  R.  Reagan,  presi- 
dent of  the  Film  CioiuKJl  of  America,  will  preside. 


•k  1  he  comljination  oi  the  tenth  annual  Midwest  For- 
um on  Audio-Visual  Teaching  Aids  with  the  annual 
meetings  of  the  Film  Council  of  America,  the  Educa- 
tional Film  Library  Association,  and  the  National  Asso- 
ciation of  Visual  Education  Dealers,  promises  to  make 
the  August  sessions  the  audio-visual  convention  of  the 
vear. 

rile  Midwest  Forum  meeting  will  provide  an  oppor- 
tuniiv  lor  school  administrators,  curriculum  specialists, 
audio-visual  directors,  producers  of  teaching  materials, 
and  ecjuipment  dealers  to  discuss  their  protilems  and 
plan  their  priigrams.  ft  will  attract  a  comparatively 
large  attendance  of  school  people  from  the  Midwestern 
area— teachers  and  administrators  who  want  to  gain 
inlormaiion  on  audio-visual  methods. 

On  the  agenda  are  such  topics  as:  Utili/aiioii,  Adiiiin- 
istraiion.  Production,  and  Distribution  of  audio-visual 
aids.  Ample  opportunity  will  be  offered  all  who  attend 
the  Forum  to  tap  the  know-how  of  people  with  wide 
experience  in  the  iiiaiiv  phases  of  tliis  fastest  growing 
field  of  education. 

Persons  planning  to  atuiid  the  NAVED,  EFL.\,  or 
Film  Council  meetings  are  cordially  invited  to  come  a 
day  earlv  and  sit  in  on  the  Forum's  session  which  will 
open  at  9:45  a.m.,  Friday,  August  6,  in  the  West  room 
of  the  Hotel  Sherman  in  Chicago.  The  afternoon  ses- 
sion will  open  at  2  p.m.  On  Saturday,  the  Forum  will 
meet  jointh  with  the  EFLA. 

'Ihere  is  no  membership  fee  in  the  Forum,  but  there 
is  a  voluntarv  transportation  expense  pool  designed  to 
equ:ili/e  ihc  cost  of  traveling  to  the  meeting. 


14 


.SEE     &:     HEAR 


C    O    ORDINATE    I)  P    R    ()    C.    R    A    M 

NATIONAL    ALDIO-VISI  AL    CONVENTION 

Hold  Sherman.  C^hitago.  August  (ill.  1948 


FRIDAY.  AUGUST  6 

9:1.")    a.m.    to    12:30    p. in. —.Midwest    Forum   on    \iMial 

Teaching  .Aids;    West   Room 
-  lo  .")  p.m.— .Midwest  Forum:   West   Room 
'_'  lo  8  p.m.— Registration   for  National  .\ssociation  of 

X'isual   Education    Dealers   and    Educational    Film 

Library   .Association:    Room    110 
S   lo    10   p.m.— EFL.\    Board    Reception    (for   members 

and   friends  of  EFL.\)  :   West  Room 

S.ATURD.W,  AUGUST  7 

8:30  to  y  a.r.i.— EFL.A  registration:  West  Room 
'.I  a.m.— all  da\— .X.W'ED  registration:   Room    110 
9  lo  10  a.m.— EFL.\  General  session:   West  Room 

Theme:  "Sharing  Our  Film  Concerns  as  They 
Relate  to  Service  .Activities"  (Program  joiniK 
sponsored  by  the  ^^idwest  Forum  on  .AudioA'isual 
.Aids  and  the  Educational  Film  Librarv  .Associa- 
tion.) 

Presiding:  f.  R.  Bingham,  President  of  EFL.A 
Panel:  (Comprised  of  discussion  leaders  of  sec- 
tional meetings  which  are  to  follow.  Each  leader 
will  take  five  minutes  to  define  problems  within 
his  area  of  interest.  This  lechnicjue  should  serve 
as  a  warm-up  for  stimulating  acii\e  discussion  in 
the  sectional  meetings.) 
10:15  a.m.  to  12:15  p.m.— EFL.A  Sectional  meetings. 
(Personnel:  discussion  leader  for  each,  plus  nu- 
merous resource  people.  Small  panel  will  not  be 
utilized.  .Active  group  participation  is  anticipated.) 

1.  Considering    the    Problems    Involved    in    Film 
Selection:  Room  104 

2.  Pointing  up  the  Concerns  of  Film  Circidation: 
Room  HI 

3.  Considering  tlie  Psychological  .Aspects  of  Learn- 
ing  as   These   Relate   to   Film    Utilization:    114 

4.  Weighing  the  Problems   Involved   in   Planning 
Institutional   Film   Productions:    Room    106 

5.  Discussing  the  Problems  Involved  in  .Adminis- 
tering  and    Supers  ising    a    Film    Program:     IK") 

2  to  3  p.m.— EFL.A  General  session:  \\'est  Room 

Theme:  "Sharing  Our  Film  Concerns  as  They 
Relate  to  Institutional  Progi-ams"  (Same  general 
program  procedure  as  in  morning  meeting) 

3:15  to  5:15  p.m.— EFL.A  Sectional  meetings:  Discus- 
sions of  problems  of  audio-visual  education  in  the 
various  phases,  at  the  following  levels: 

1.  The  Schools:   Room   116 

2.  Institutions  of  Higlier  Education:   Room   114 

3.  Religious  Organizations:   Room  104 

4.  Public  Libraries:  Room  106 

5.  General   .Adult  Organizations;   Room    1 1 1 

8  to   10  p.m.— EFL.A  General  session:  West  Room 

Theme:  "The  Experts  Look  at  Films"  (.A  preview 
session  utilizing  criticisms  of  a  good  panel  and  a 
special  technique  to  secure  audience  participation. 


Intent  of  this  meeting  is  to  poini  up  ilic  complex 
problems   in\olved   in   film  selection.) 

SUNDAY,  AUGUST  8 

9  a.m.— all  da\— N.A\ED  registration:    Room    110 

[>  a.m.— all   ilav- N.A\  ED    Board  ot    Directors  meeting. 

10  a.m.  lo  12  noon— EFL.A  General  session:  West  Room. 

(This  is  the  annual  EFL.A  membership  and  busi- 
ness meeting) 

10:30  a.m.  to  5:30  p.m.-NA\'ED  Trade  show;  .Mezza- 
nine floor.  90  exhibit  booths  showing  the  latest  in 
equipment,  films  and  materials.  First  opening  ai 
10;, 30  a.m. 

2  to  4  p.m.— Film  Council  of  .America  .Annual  meeiing 
—General  session;  Louis  XVI  and  Crystal  Rooms. 
Theme:  "Community  Use  of  Films" 

!  to  ()  |j.m.— N.A\  EI)  Women's  get-ac(]uainted  lea. 

4:15  to  6  p.m.— Film  Council  oi  .America  Business 
session:    Lr)uis   X\"I    Room 

.MOND.AY,  AUGUST  9 

8:30  to  10  a.m.— Texas  Visual  Education  Dealers'  .Asso- 
ciation—Breakfast meeting 

10  a.m.  lo  12  noon— N.A\'ED  Opening  General  session: 
Crystal  and  Louis  X\l  Rooms  (Joint  meeiing 
with  Educational  Film  Library  .Association) 

12  noon  to  6  p.m.— N.A\'ED    Trade  Shaw:    .Mezzanine 

2  lo  4  p.m.— .\. WED  Conference  grou|)s: 

Managing  Your  Business.  Purl  I:  Cr\sial  Room 
(This  panel  to  cover  general  management  and 
O])eration  of  dealer  and  film  library  business- 
emphasizing  financial  management,  credit,  etc.) 
Educational  Film  Problems:  Louis  X\'I  Room.  .A 
general  discussion  of  the  dealer's  problems  in  dis- 
tributing and  selling  educational  films  and  film- 
strips. 

TUESD.A.Y,  AUGUST   10 

9  a.m.  to  6  p.m.— N.AVED  Trade  Show;  Mezzanine  floor 

10  a.m.  to  12  noon— N.A\'ED  Conference  groups: 

Managing   Your  Business,  Part   II:  Sales  Manage- 
ment, Promotion.  Adi'ertising:  Crystal  Room 
J'isual  Materials  in  Business:  Louis  X\'I   Room 

2  to  4  p.m.— .N.A\'ED  Conference  groups; 

ManuUuturcr-Producer-Dealer Relationships:  Louis 

X\'I  Room 

Audio-Visual  Aids  in   the  Church:  Crystal   Room 

\VEDNESDAY,  AUGUST  11 

9  a.m.  to  3  p.m.— NAVED  Trade  Show:  Mezzanine  floor. 

Final  closing  at  3  p.m. 

10  a.m.  to   12  noon— N.AX'ED  Conference  groups; 

Ecjuipment  Maintenance  and  Repair:  Crystal  Room 
Entertainment   Film   Problems:  Louis  XVI   Rcxim 

3  to  5  p.m.— N.AVED  Second  General  session:  Crystal 

and  Louis  X\  1   Rooms 


.\I  A  \ 


JUNE     •     1948 


15 


by  Georges  Charensol 


FRENCH 

SCIENTIFIC 
FILMS 


A  Report  from  France  to  See  and  Hear 
On  the  Work  of  Jean  Painleve  and  Others 


An  utiusuol  camera  study  of  Jean  Painlrvr,  whose  production  ejjorts  in 
the  field  of  scientific  films  is  described  in  this  report  to  See  and  Hear 
from  France.    Pictures  From  the  Museum  of  Modern  Art  Film  Library. 


SOME  FIFTEEN  YEARS  AGO, 
a  Frenchman,  Jean  Painleve, 
tinljarked  upon  ^\hai  seemed 
ti)  Ik-  a  bold  undertaking.  He  de- 
cided lo  organi/t'  an  annual  Con- 
gress at  wliich  all  the  scientific  and 
educational  Idms  made  during  the 
yeai-  could  be  shown  and  discussed. 
These  Congresses  soon  attracted  the 
attention  of  all  those  who,  through- 
out  the  world.  belie\e  that  the  mo\- 
ies  should  ha\c  other  aims  than 
those  of  mereh  amusing  their  audi- 
ences or  telling  stories. 

In  194.3,  Jean  Painleve,  in  collab- 
oration with  Doctor  Claoue,  re\i\ed 
liie  institution  that  had  been  ahan- 
iloned  during  the  occupation,  and, 
lor  the  first  time,  ga\e  the  ^vorld  an 
opportunity  to  judge  the  efforts  made 
in  both  hemispheres  during  the  long 
war  \ears,  ^vhen  an\'  international 
e\(  hange  was  impossible.  This 
Eighth  Congiess,  like  its  predeces- 
sors, did  not  limit  itself  to  communi- 
(aiion  and  observation.  The  films 
siiown  represented  the  most  tli\erse 
n.uionalities,  milieus,  and  fields  ol 
siiiniilu  or  (_cliicational  interest,  a 
lacioi  which  made  for  li\ely  discus- 
sion and  debate.  In  1946.  the  Ninth 
(Congress  ivas  again  held  in  the 
Miisee  de  I'Honniie  in  Paris;  the 
I  rTUli.  in  Scpicmber  1917,  took 
])la(e  at  Ciannes  within  the  Iraine- 
work  of  the  International  Film  Fes- 
ii\al.  .Soon  afiei  this,  the  Interna- 
tional Assoc  i.iiion  lor  the  Scientific 
lihn  w.is  loiiiided.  grouping  scien- 
lilic  film  woikeis  ol  t^vcnt\-two  coun- 
iiies.  In  connection  ^^ith  this  event, 
a  series  of  performances  was  organ- 
ized in  Paris  that  permitted  French 
siiciiiisis,  educators,  and  film  enthu- 
siasts to  see  scientific  films  made  in 
the  United  Stales,  Great  Britain, 
German)-,    Belgium,    Austria,    Den- 


16 


SEE     &     HEAR 


mark,  Holland.  Poland,  Sweden, 
Swit/erland.  (vechoslovakia,  France, 
Canada,  Brazil,  and  South  Atrica. 
The  contribution  of  France  upon 
this  occasion  was  a  notable  one, 
thanks  principally  lo  the  work  of 
Jean  Painleve,  who  is  universally 
recognized  as  a  leading  creator  of  the 
scientific  film,  combining  the  most 
scrupidoiis  respect  for  science  witli 
great  skill  in  the  art  of  the  film. 
Films  like  ".\ssassins  d'Eau  Douce" 
(Fresh  Water  Killers) ,  "Le  Vam- 
pire," "Daphnie"  (Daphnia,  a  genus 
of  minute  fresh  water  crustaceans) , 


luiions  Fran^aises."  Fhe  latter  lilm, 
completed  in  1939,  was  a  monmncnt 
to  the  glory  of  French  scientists  and 
technicians,  and  lakes  on  added  im- 
portance from  the  fact  that  certain 
projects  and  apparatus  which  it 
showed  were  destroyed  during  the 
war. 

The  most  striking  of  all  the  films 
presented  during  this  session  at  the 
.\Iusee  de  I'Homme  was  not,  strictly 
speaking,  a  scientific  film.  Lieuten- 
ant-Commander Cousteau's  "Pavsag- 
es  du  Silence"  (Scenes  from  the 
Land  of  Silence)  ,  which  won  an  im- 


• 

• 

\i  ■'■'. 

LHIPPOCA.MPE 

-;ti^ 

("The  Sea  Horse") 

Produced  by  Cine- 
graphic   Documen- 

Ek^ 

a^s*^'-     J 

\^"^^r' 

•9V 

taire.  Directed  and 
photographed    by 
Jean  Painlei>e.  Mu- 

'^.*t'.'::"3 

'^*^^ 

:•." 

sic  h\  Darius  Mil- 

^ 

haud. 

1^ 

• 

r^^-^- 

•  •  *.  • 

'L'Hippocampe'  (Sea-Horse)  , 
"L'H\as,"  "\o\age  dans  le  Ciel" 
(Journey  in  the  Sky)  are  not  only 
of  scientific  value,  but  are  artistic 
spectacles  capable  of  giving  keen 
esthetic  pleasure. 

It  is  unfortunate  that  Jean  Pain- 
leve was  unwilling  to  show  to  this 
international  gathering  his  latest 
work,  "Oeu\re  Biologitjue  de  Louis 
Pasteur"  (Pasteur's  .\chievements  in 
Biology) ,  which  he  made  in  collab- 
oration with  Georges  Rouquier,  the 
celebrated  directrjr  of  "Le  Tonne- 
lier  '  and  "Farrebique."  During  the 
last  session,  however,  he  let  the  au- 
dience see  fragments  of  this  film  un- 
der the  title  of  "Microbes,,  Levures, 
Champignons"  (Microbes,  Veast, 
Mushrooms) .  These  interesting 
sketches  recalled  their  author's  ear- 
lier important  works,  especially  "So- 


ponant  prize  at  the  \'enice  Film 
Festival,  transports  the  spectator  to 
an  unreal  dream  world.  While  its 
study  of  marine  fauna  and  flora  ha\e 
distinct  scientific  interest,  it  is  prin- 
cipally noteworthy  for  the  sheer 
beauty  of  its  shots  and  the  weird 
distortions  of  such  light  as  penetrates 
to  the  verv  depths  of  the  .Mediter- 
ranean. The  fdm  is  the  more  remark- 
able in  that  Commander  Cousteau 
and  his  colleagues  descended  to  un- 
precedented depths,  equipped  only 
with  oxygen  masks  and  cork  diving- 
suits. 

The  most  varied  types  of  scientific 
films  were  presented  at  this  meeting. 
.\fter  Painleve's  biological  studies 
and  Commander  Cousteau's  evoca- 
tion of  life  under  the  sea,  "La  Re- 
animation  des  Danseurs  de  la  Grece 
.\ntique"     (.Ancient    Greek    Dancers 


Reanimated) ,  the  interesting  expe- 
rimental lilm  made  b\  Germaine 
Prudhommeaii  in  connection  with 
her  research  on  the  Greek  dance,  was 
shown.  This  \oiing  scholar  animated 
the  drawings  of  dancers  on  certain 
ancient  Greek  vases,  and  thus  recon- 
structed the  complete  pattern  of  very 
ancient  dance  steps.  By  sc»  doing 
she  proved  that  what  has  hitherto 
seemed  like  a  series  of  umelated  at- 
titudes was,  in  reality,  a  continuous 
itunement.  She  fiuther  re\ealed  that 
the  dances  ol  aniitjuity  were  in  many 
ways  close  to  the  classic  ballet. 

In  the  field  of  medicine.  Doctor 
Seze's  remarkable  study  of  chronic 
rheumatism  ("Le  Rhumatisme  (Jiro- 
nique")  is  worthy  of  note.  This  film 
is  really  an  illustrated  lecture  by  an 
eminent  specialist  in  the  field  of 
rheumatism.  .A.  student  who  sees  it 
gets  a  more  complete  picture  of  the 
effects  of  the  disease  than  might  be 
gained  from  long  study  in  a  medical 
school  or  hospital,  where  it  is  diffi- 
cult to  assemble,  in  a  small  area  or 
short  space  of  time,  so  many  typical 
cases. 

The  chief  value  of  the  scientific 
film  lies  in  its  possibilities  as  an  ed- 
ucational medium.  .At  one  of  the 
previous  congresses,  the  present  writ- 
er saw  colored  films  of  the  opera- 
tions performed  by  the  great  surgeon 
de  Martel.  This  distinguished  prac- 
titioner committed  suicide  in  June 
1940,  in  a  fit  of  despair  over  the  en- 
try of  the  Germans  into  Paris.  The 
invaluable  demonstrations  he  used  to 
give  to  his  students  would  have  been 
lost,  had  not  the  screen  preserved 
them.  Thus,  present-day  medical  stu- 
dents can  still  observe  his  remark- 
able techniques  in  brain  surgery.  .An- 
other  important  point  in  favor  of 
such  films  is  that,  while  delicate  op- 
erations can  sometimes  not  be  per- 
formed in  front  f)f  large  numbers  of 
spectators,  the  camera  can  make 
them  available  to  thousands  of  stu- 
dents. 

Finalh.  mention  should  be  made 
of  the  films  of  Charles  .Meiain  who 
seeks  to  make  complex  scientific 
ideas  accessible  to  a  broad  jjublic. 
'Ihis  year  he  produced  "Un  .Monde 
en  Miniature"  (.A  World  in  Minia- 
ture) ,  a  microscopic  analysis  of  a 
drop  of  water.  It  is  clear  that  France's 
achievements  in  the  field  of  the  scien- 
tific film  are  as  varied  as  in  that  of 
the  artistic  or  romantic  film.  • 


.M  A  V 


J  U  N  E 


19  4  8 


17 


VISUALIZING 


CkiHcM  A^'t 


N  OUR  SCHOOLS 


CHINA  HAS  RUSHED  into  new  emphasis  as  a  possible  liituic  world  power.  How- 
e\er,  when  we  in  America  iry  to  gain  a  hetler  understandin:^  ol  China,  its  cultine. 
and  its  people,  we  hnd  at  once  that  ^vhile  ^\■e  ha\e  iniormation  about  Chinese  mil- 
itar\  life,  about  Chinese  political  situations  and  strile.  not  \er\  much  information  exists 
about  the  pleasanter  wa\s  of  li\ing  in  that  great  country.  Since  this  is  so  true,  teachers  will 
welcome  new  materials  which  will  bring  evidences  of  C^hinese  cidtine— the  wav  the  average 
person  lives,  into  their  classrooms. 

We  can  now  turn  to  new  visual  materials  for  oin"  insight  into  the  Cfiinese  culture  tliat 
has  existed  and  still  lives  as  a  vital  force  among  her  people  toda\.  Two  rccenth  produced  films 
by  the  China  Film  Enterprises  are;  How  To  Paint  In  The  Chinese  Way  and  Pointini^  The 
Chinese  rigine.  These  two  iilms  shin\' in  3.  very  gracious  manner  the  contemporary  Chinese 
artist  at  work— at  work  on  (lower  and  figure  studies.  The  painters,  Madame  Yee  Ping  Shen 
Hsu  and  Veh  Chien  Yu,  perform  before  the  color  camera  in  an  intriguing  wav  to  show  the 
step-by-stcp  processes  through  which  the  expressive  Chinese  artistic  arrangement  can  be 
placed  on  paper  using  the  brush  work  for  wliich  Chinese  art  is  characteristic. 

We  secured  these  films,  and  arranged  for  their  experimental  use  before  nine  liigh 
school  groups  in  the  Cle\eland  high  schools,  fn  addition  we  used  the  films  before  a  uni- 
versity class  and,  as  the  accompanying  illustrations  show,  with  a  class  of  \ounger  chiklren 
of  the  elementary  level.  We  attempted  to  find  oiu  what  the  teaching  contribution  of  these 
films  could  be,  and  at  what  level  outcomes  could  be  expected  in  terms  commensurate 
with  the  effort  put  foi  ih.  The  students  of  secondary-school  age  discussed  the  artist's  tech- 
nicjues  and  the  significance  of  Oriental  thinking,  particularly  with  respect  to  the  very  shrewd 
and  effective  use  of  empty  space. 

Younger  students  of  the  Louis  Agassiz  Elementary  Art  Curriculum  Center,  while 
less  aware  of  Oriental  subtleties  of  space,  were  every  bit  as  aware  of  the  arrangement  scheme 
of  flowers  against  their  background  of  space.  They  found  their  most  natural  response  not 
in  discussion  but  in  the  brush  work  which  their  own  imaginations  were  stimulated  to 
produce.    This  brush  work  was  certainly  stimulated  by  the  film  information  presented. 

The  film.  How  To  Paint  In  The  Chinese  Way*  shows  a  contemporarv  Chinese  artist 
working  out  flower  studies.  The  painter,  Madame  Yee  Ping  Shen  Hsu,  must  be  teacher- 
wise  since  she  senses  the  fact  that  materials  and  techniques  are  of  keeir  interest  to  students. 
The  film  begins  with  closeups  of  the  neat  cakes  of  paint  and  progresses  through  shots 
showing  color  blending,  brush  work  and,  finallv,  the  growth  and  ap]jearance  of  flowers 
beneath  her  facile  brush. 

Being  in  sound,  the  studeirts  were  able  to  enjov  the  film  explanation  of  procedures 
as  well  as  the  Chinese  mastery  of  our  language.  As  the  painter's  hands  completed  the  flower 
studies,  a  word  aboiu  the  (Chinese  philosophv  of  space  was  reiterated,  "— Rv  the  mere  use  of 
empty  space,  llic  CHiiiiese  painter  will  give  a  clump  of  narcissus  bv  a  rock,  or  a  mallow 
plant  cjuivering  in  the  wind,  a  sense  of  grandeur  and  a  him  ol   iuluiiiv." 

The  second  film.  Painting  The  Chinese  Figure.*  begins  with  (he  live  model  and  ob- 
serves the  artist  first  making  his  preliminary  sketches  and  graduallv  com|)leting  the  paint- 
ing itself.  Other  pictin-es  are  also  shown  illustrating  the  artist's  impression  of  the  Chin- 
ese opera,  tribes  of  people  from  remote  parts  of  China,  and  dancing  figures. 

Both  of  these  films  contributed,  through  their  visual  presentation  of  Chinese  culture, 
information  now  cajiablc  of  being  included  in  anv  classroom  environment  through  the 
means  of    Kinmi    film   and   sound   projection    equipment. 

'How  To  Paint  In   The  Chinese   Way  and  Painting   The  Chinese  Figure,  U   min.,  Color,  $15,  China  Film 
Enterprises  nf  America,  55  Park  Avenue,  N.  Y.  16,  N.  Y. 


18  SEE&HEAR 


Pairrfing   :r,i    ^r.'.r.i.e    .ar.aicape. 


By  Ann   V.   Horton 

Supervisor  Museum   Instruction, 
Cleveland    Public   Schools 


After  a  study  of  a  Chinese  film,  pupils 
at  Louis  Agassiz  Elementary  Art  Cur- 
riculum Center,  Cleveland,  Ohio,  gave 
their  own  expressions  of  the  signifi- 
cance of  pictures  and  of  the  sound 
track   explanation. 


-4 
i 


Painting  a  Chinese  figure. 


Mrs.  Gray  guides  the  attention  of  her 
upper  elementary  class  at  Louis  Agas- 
siz School,  during  study  of  the  film 
"How  To  Paint  in  the  Chinese  Way.  ' 


Photographs    courfesy   of   John    Bona, 

Cleveland    Museum   of  Art 

and    fhe    film    dis+rlbufor 

China    Film    Enterprises,    New    York 


MAY     •     JUNE     •     1948 


19 


Student  Projectionists 

An   aid   to   Audio-Visual  Education   Programs 


IN  KENOSHA,  WISCONSIN,  at 
the  Marx  D.  Bradford  High 
School,  the  Cinematic  Club  not 
onU  enjoys  a  number  of  social  ac- 
tixitics  but  also  pro\  ides  a  realh 
worthwhile  ser\  ice  to  the  instruc- 
tional staff  of  the  school. 

Four  years  ago  it  became  apparent 
that,  if  the  instruction  would  benefit 
from  the  many  new  and  useful  films 
that  were  being  produced,  there 
needed  to  be  some  provision  made 
so  that  all  the  instructors,  with  their 
already  hea\y  load,  coidd  use  these 
aids  in  their  classes  without  further 
load  for  them.  With  this  in  mind, 
a  small  group  consisting  of  both 
boys  and  girls  were  trained  to  op- 
erate the  projectors  already  owned 
b\  the  school.  This  group  soon  be- 
came organized  into  a  chartered 
schofjl  club.  As  new  equipment  was 
received,  the  staff  was  enlarged  until 
at  present  it  consists  of  thirt\-six 
members. 

■Any  high  school  should  be  able  to 
organize  and  train  a  group  of  stu- 
dents with  equal  success.  It  is  vitally 
important  that  the  students  be  care- 
fiilK  selected.  Students  must  be  se- 
lected who  can  be  relied  upon  to  be 
prompt  in  the  ])erformance  of  their 
duties,  who  can  cooperate  with  all 
teachers,  and  who  can  be  trusted  to 
remain  on  the  job  without  close  su- 
pervision. Attempting  to  use  a  stu- 
dent staff  of  projectionists  who  are 
not  efficient  and  who  aie  not  well 
trained  might  easily  cause  an  other- 
wise good  prograiu  of  aiidio-\isual 
education  to  fail. 


by  H.  A.  Link 

Director,  A  udio- Visual 

Education    Department 

Mary  D.   Bradford  Hiiih  School. 

Kenosha,  Wisconsin 


QUALIFICATIONS 

Candidates  for  membership  to  the  staff  must  have  the 
following  qualifications: 

1.  Rating  -  Junior  B  grade  or  higher. 

2.  Grades  -  Average  or  better. 

3.  Recommendations  -  Either  from  staff  or  instructors. 

4.  Other  extra-curricular  activities  -  Participation 
according  to  student's  capacity. 

5.  Training  -  Enrollment  in  class  for  six  lessons  in 
the  operation  of  projectors,  changing  lamps,  and 
splicing  film. 

6.  Grade  maintenance  -  At  least  on  the  same  level 
during  training  period. 

7.  Tests  -  Manipulative,  oral  and  written  success- 
fully passed. 


STUDENT   STAFF 

OF 

PROJECTIONISTS 

(cinematic  Club) 


FUMCTIOMS 

Staff  members  provide  the  following  school  services 
in  the  audio-visual  education  program: 


1.  Operators  operate  the  projector 
and  projection  rooms. 

2.  Assistant  operators  assist  the 
details. 

3.  Secretaries  assist  the  director 

4.  Receiving  clerks  check  and  reco 
audio-visual  materials. 

5.  Shipping  clerks  handle  all  deta 
audio-visual  materials  to  the  d 

6.  Schedule  clerks  check  materials 
pare  the  next  day's  schedule. 

7.  Pro  .lector  foremen  oil  and  clean 
set  up  day's  schedule  of  films. 

8.  Tutors  assist  in  the  training  of  beginners. 

9.  Substitutes  assume  the  duties  of  absentee  members. 


8  in  all  class 

operators  in  minor 

in  office  details, 
rd  all  incoming 

ils  in  returning 
istributors. 
after  use  and  pre- 

projectors  and 


SEE  &  HEAR 


MORE  HISTORY  has  been  packed  inio  ihe  last 
ten  \ears  of  man's  experience  ihan  has  oc- 
curred in  the  centurv  which  preceded  it.  And- 
vet  our  educational  institutions,  which  are  assuming 
rcsjjonsibilii)  for  meeting  the  challenges  of  interpreting 
this  terrific  technoloigcal  change,  are  too  often  wrapped 
in  traditional  procedures  which  prohibit  the  flexible 
phinning  and  adjustment  which  must  be. 

Wliile  great  strides  ha\e  been  accomplished  in  man\ 
of  our  schools,  all  of  us  may  well  examine  the  degree  to 
which  we  have  cast  aside  traditional  planning  habits 
and  have  assumed  some  responsibility  to  the  d\namic 
changes  which  have  been  forcing  educators  into  a  posi- 
tion of  the  assumption  of  responsibility  never  before 
asked  of  education.  To  be  effecti\e  today,  the  schools 
must  bring  into  the  learning  en\ironmeni  of  the  class- 
r(K)m  experiences  in  the  social  studies,  current  history, 
.science,  and  a  host  of  other  subject  areas  which  are 
gni])hic.  authentic,  and  meaningful  as  thev  interpret 
c\ciits  and  affairs  and  de\elopments  all  over  the  world. 

To  kc-ep  pace  in  this  fast-moving  world,  the  school 
(»1  today  must  broaden  its  search  for  new  tools  of  in- 
struction which  will  bring  modern  evidences  of  social 
patterns  into  every  area  of  its  e\er-enlarging  curriculum. 
While  many  traditional  materials,  especiallv  the  text- 
book, may  be  retained  as  the  bulwark  source  of  man"s 
accumidated  knowledge,  the  more  modern  of  our  in- 
structional tools— the  sound  film,  filmsirip,  slide,  chart, 
map,  globe,  model,  transonption,  and  radio,  must  be 
brought  in  as  proven  and  highlv  effectise  sources  of 
learning  experience,  examined  continuouslx  b\  teacher- 


MipciMsor  tonuiiitices  l»)r  the  myriad  e\er-present  oj>- 
poriunities  which  these  instructional  tools  make  possi- 
ble in  creating  living  learning  experience. 

But  good  things  cost  money,  and  we  need  good 
things  in  our  schools  if  we  are  going  to  meet  the  de- 
mands which  education  is  assuming  in  our  contempo- 
rary society.  Thus,  once  we  have  agreed  that  the  new 
tools  of  instruction  are  necessary,  we  must  plan  for  their 
use  through  orderly,  financial  planning.  No  longer  can 
we  rel)  on  gifts,  on  allotments,  or  gratuities  from  inter- 
ested service  clubs,  P.T.A.'s,  or  civic  minded  groupw. 
M>  tnusl  acknowledge  first  as  last  thai  the  new  tools  of 
instruction  are  necessary  to  doing  business  in  our 
schools.  Thus,  provision  for  the  new  tools  must  be 
made  as  a  part  of  going  educational  budget  procedure. 

This  is  no  empty  plea.  It  marks  instead  a  revolu- 
tion in  budget  planning  which  is  occurring  in  every 
jjortion  of  the  United  Slates.  .\s  evidence  of  the  atten- 
tion being  given  to  budget  planning  for  audio-visual 
equipment,  materials,  and  instruction  in  the  public 
schools  of  .\nierica,  the  following  examples  of  bona 
fide  current  budget  data,  representative  of  the  North- 
cast.  South,  and  \Vest  of  our  United  States,  is  presented. 
From  a  larger  array  of  data  received  in  response  to  this 
exhaustive  budget  practice  research  just  compiled  by 
the  editors  of  See  and  Hear,  the  following  schoob  have 
been  selected  as  exemplary.  These  schools,  selected  on 
the  basis  of  size,  geographic  location,  and  economic 
background,  portray  their  budget  planning  experience 
which  may  serve  as  a  model  to  other  schools  contemplat- 
ing similar  planning  in  the  field  of  better  programs  in 
audio-visual  education. 


We  Are  Today  Spending . . 


sillLcl 


LaGRANGE.  ILLINOIS.  REPORTS... 

THE  EDUC.\TIONAl.  \.\LUES  of  a  good  audio-visual 
program  amply  justify  the  increased  per  pupil  expenditure 
indicated  in  the  accompanying  graph. 

"Educational  values  of  these  supplementary  aids  are  diver- 
aiid  numerous.    In  District   102  we  feel  that  the  most  outstanding 
values  of  the  audio-visual  program  are; 

1.  .\11  carefullv  selected  visual  aids  contribute  a  degree  of  reality  not 
attained  by  other  teaching  devices. 

2.  Individual  differences  are  one  of  the  major  considerations  of  this 
j)rogram  because  each  child  can  asscKiate  information  within  the  range  of 
his  own  experiences. 

3.  Learning  bv  doing  is  emphasized.  Concrete  evidence  of  this  is  the 
vast  number  o[  slides  and  filmstrips  created  by    the  pupils. 

4.  Frequenth  time  consuming  assignments  can  be  replaced  with  audio- 
visual aids  that  make  more  valid  use  of  class  time. 

5.  Interest  is  stimulated  and  increased  as  evidenced  by  added  study 
and  research. 

"The  cost  of  the  audio-visual  education  program  in  our  district  will 
show  a  marked  increase  in  the  per  pupil  expenditure  with  the  purchase  of 
more  films  and  slides.    Our  equipment  is  quite  adequate." 

J.  E.  Pease,  Superintendent 

Louise  Jones,  Visual  Education  Chairman 

La  Grange,  Illinois  Public  Schools 


LaGR.4NGE 


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DETROIT 


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LEXINGTON 


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DENTON 


YORK 


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DETROIT,  MICHIGAN  REPORTS   . 

THE    EDUCATIONAL    VALUE    of    supplementing    gootl 

^  ^^^^  classroom  learning  environment  with  all  types  of  audio-visual 
■■fll^^^  materials  is  being  revealed  through  the  types  of  culminating 
n|||K]|T  activities  engendered  by  the  boys  and  girls  for  the  units  of 
work  taught  at  the  Ford  Elementary  School  of  Detroit.  In  every  instance 
audio-visual  aids  have  assisted  in  bringing  realities  before  our  young 
learners. 

"The  use  of  a  vast  amount  of  abstract  material  necessitates  the  use  of 
some  audio-visual  tool  to  provide  a  concrete  experience  for  the  children. 
We  have  found  that  the  child  masters  far  more  information  faster  and 
more  easily  if  he  can  have  all  language  abstractions  clarified  immediately. 
Clarification  of  abstractions  is  more  quickly  obtained  via  the  see-and-hear 
senses. 

"The  audio-visual  committee  is  aiming  toward  a  more  extensive  pro- 
gram than  is  now  in  effect  because  of  its  continued  belief  in  the  benefit 
derived  by  the  children  and  because  of  a  deeper  interest  developing  among 
the  teachers." 

Eula  O   Leonard,  Ford  Elementary  School,  Detroit,  Michigan 

LEXINGTON,  KENTUCKY,  REPORTS   .  . 

"IT  HA.S  BEEN  ONE  of  my  main  purposes  to  enable  all 
teachers  in  the  system  to  make  a  fuller  use  of  audio-visual  ma- 
terials. Thus,  it  has  been  necessary  first  to  obtain  the  proper 
J''  attitude  towards  the  use  of  these  materials  by  the  teacher. 
"In  only  one  or  two  incidents  were  the  projected  aids  other  than  the 
motion  picture  being  used.  Upon  stimulation  to  use  slides  and  filmstrips, 
the  teachers  have  shown  a  surprising  interest  in  an  acknowledgement  of 
their  value  as  a  teaching  aid  in  a  good  learning  situation.  .\  start  has  been 
made  by  the  department  in  developing  a  filmstrip  library  based  upon  re- 
quests and  suggestions  of  tlie  teachers  and  their  evaluation  committee. 

"Stimulation  has  progressed  far  enough  in  two  schools  for  the  teachers 
to  develop  with  their  students  a  filmstrip  of  their  own  making  in  which 
they  have  correlated  language,  both  oral  and  written,  mathematics,  spelling, 
art,  and  music.  These  filmstrips  are  of  especial  value  since  none  were  avail- 
able to  fill  the  needs  of  these  particular  learning  situations.  One  filmstrip 
was  developed  by  the  six  grades  of  an  elementary  school  and  the  other  by 
the  mathematics  departmeiu  of  a  junior  high  school. 

"I  realize  this  program  is  still  in  its  infancy  and  hope  iiiat  in  succeeding 
vears  it  will  grow  as  rapidly  as  it  has  in  the  past  year." 

Fithian  S.  Faries,  Coordinator,  Department  of  Visual  Education,  Lexington, 
Kentucky  Public  Schools 

DENTON,  MARYLAND,  REPORTS... 

"IN  ADDITION  TO  MAPS,  CHARTS,  GLOBES  and  other 
^i^S^ilff^  standard  types  of  visual  aids,  we  have  made  extensive  use  of 
audio-visual  materials  such  as  films,  filmstrips  and  transcriptions 
•during  the  past  six  years. 
"A  survey  of  the  results  of  our  audio-visual  aid  program  in  Caroline 
High  School  shows  that  our  students  comprehend  better  and  retain  impres- 
sions longer  in  those  classes  where  these  aids  are  used.  Some  of  us  feel 
that  the  gradual  increase  in  our  attendance  record  has  been  due  to  the 
more  vital  teaching  possible  because  of  these  teaching  aids.  Slow  learners 
and  poor  readers  attend  school  more  regularly  now. 

"No  school  can  bring  all  of  the  realities  of  the  world  to  the  classroom 
but  every  school  can  do  a  more  effective  job  with  the  planned  use  of 
stimulating  audio-visual  materials." 

T.  Conover  Crouse,  Principal,  Carolina  High  School,  Denton,  Maryland 

YORK,  PENNSYLVANIA,  REPORTS... 

J4|      "THROUGH  EXPERIENCES  we  widen  the  horizons  of  our 

=^*fj/T~jv     pupils'  thinking.    Our  duty  to  those  who  look  to  us  for  guid- 

JtMM/^  ance  and  instruction  demands  that  we  recognize  no  boundaries 

'  existent  in  our  fields  of  endeavor.    The  search  must  ever  be 

lor  that  which  enlightens  and  encourages  further  research. 

"Since  it  is  impossible  to  have  the  individual  actually  share  all  the 
desired  experiences,  some  plan  must  be  devised  whereby  these  experiences 
can  be  brought  to  the  classroom.  As  yet,  we  have  found  no  media  for 
accomplishing  this  purpose  which  has  been  more  effective  than  our  audio- 
visual aids  program,  and  until  that  which  is  better  is  found,  we  do  not 
intend  to  relinquish  that  which  we  have.  Our  efforts  shall  be  towards 
enlarging  it  and  increasing  its  usefulness." 
Jesse  D.  Brown,  Managing  Director.  York  Film  Library.  York,  Pennsylvania 


WESTPORT,  CONNECTICUT,  REPORTS... 

"IN  .\  FAST  MOVING  WORLD,  the  modern  school  must 
keep  pace  by  broadening  and  speeding  up  its  curriculum 
the  better  to  prepare  its  students  as  the  citizens  of  tomorrow. 
For  this  purpose,  the  utilization  of  audio-visual  materials  is 
in\aluable. 

"Through  the  medium  of  sound  films,  fdmstrips,  slides,  charts,  maps, 
globes,  models,  specimens,  radio,  recordings,  field  trips,  etc.,  educational 
horizons  are  unlimited  and  the  pupil's  environment  becomes  that  of  the 
entire  world.  Vivid  and  lasting  impressions  are  gained.  The  educational 
process  is  speeded  up  and  more  can  be  accomplished  in  the  already  over- 
crowded school  day.  Learning  is  made  more  interesting  and  enjoyable. 
Retention  is  greater  and  spreads  over  a  longer  period  of  time.  The  work 
of  the  teacher  is  more  stimulating  and  satisfactory  as  he  becomes  more 
ingenious  and  skilled  in  the  techni(jues  of  audio-visual  instruction." 

G.  £.  Ingham,  Director,  Audiovisual  Aids, 
Westport,  Connecticut,  Public  Schools 

LAKEWOOD,  OHIO,  REPORTS      . 

"IN  THE  L.AKEWOOD  Elementary  Schools,  organized  sets 
of  mounted  pictures;  selected  lantern  slides  of  pictures,  maps, 
and  globes;  organized  lessons  with  educational  films  and  film- 
strips;  planned  and  integrated  field  trips:  exhibits,  charts, 
Inilkiiii  board  displa)s,  radio,  motion  pictures  and  field  study  trips  occupy 
a  definite  place  in  the  educational  program  furnishing  rich  source  materials. 
Selected  with  discrimination,  these  materials  of  instruction  vitalize  learning, 
making   it  richer  in   understanding  and   appreciation. 

"The  worthwhile  use  of  audio-visual  aids  for  classroom  instruction 
calls  for  a  definitely  organized  teaching  plan  which  effectively  integrates 
visual  tools  with  units  of  study.  It  calls  for  a  course  of  study  where  the 
best  aid  to  learning  is  indicated  along  with  text  references  under  each 
unit.  This  is  our  plan!" 
Lucille  Kenney,  Instructor  Visual  Education,  Lakewood,  Ohio  Public  Schools 


WESTPORT 


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LAKEWOOD 


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JEFFERSON  COUNTY,  ALABAMA,  REPORTS... 

■/y^^ru^i ,  "BEFORE  1944  WE  HAD  PRACTICALLY  NO  PROGRAM 
K.\^V^/U\()  of  audio-visual  education.  In  1944  we  spent  7c  per  pupil  in 
H7^4^h(i'  "istcrials  and  equipment.  From  then  on  the 'amount  grows 
/^F^^  vi?  until  last  year  we  spent  $2.06  per  pupil.  This  amount  covers 
both  our  white  and  negro  schools  in  which  we  have  roughly  36,000  pupils 
divided  on  a  ratio  of  two  to  one  in  favor  of  the  white  pupils. 

"W^e  now  have  a  full  time  Supervisor  of  Audio-Visual  Aids  and  a 
library  of  over  200  films,  (with  access  to  the  University  of  Albania  library 
of  2,500  films,  transportation  and  rental  on  which  is  paid  by  the  county), 
and  a  growing  imderstanding  of  the  value  and  use  of  audio-visual  aids  in 
the  carrying  out  of  their  work  by  the  majority  of  our  teachers.  Sixty-six 
of  our  151  schools  own  their  own  motion-picture  projectors,  and  a  number 
of  them  have  filmstrip  projectors  and  all  are  working  on  bulletin  board 
and  exhibit  presentations.  We  are  on  the  way  to  the  development  of  a 
worthwhile  program." 
W.  McK.  Wright,  Supervisor,  Visual  Aids,  Je0erson  County  Schools,  Alabama 

HIGHLAND  PARK,  MICHIGAN,  REPORTS.. 

"MANY  DISCOVERIES  HAVE  BEEN  MADE  during  the 
past  twenty  years  to  make  teaching  easier  and  more  effective. 
Very  few  of  these  newer  and  better  ways  of  teaching  are  being 
used  in  general  throughout  the  schools  of  the  nation.  There 
are  a  number  of  reasons  why  these  aids  to  teaching  and  learning  are  not 
being  used.  One  is  either  ignorance  of  their  existence  or  how  to  use 
them.  Another  is  the  paralyzing  pressure  of  inertia  that  keeps  teachers 
from  doing  as  good  a  job  as  they  know  how  to  do. 

"However,  in  the  field  of  audio-visual  aids,  teachers  have  one  of  the 
widest  known  and  easiest  to  use  devices  in  the  field  of  teaching.  Also,  one 
of  the  most  effective  instruments  in  learning.  If  these  aids  are  properly 
used,  it  will  not  only  save  a  tremendous  amount  of  energy  and  time  on 
the  part  of  the  teacher  and  supervisor  but  often  will  enrich,  stimulate, 
and  clarify  the  classroom  situation  to  the  extent  that  a  mediocre  teacher 
becomes  one  who  can  do  an  acceptable  piece  of  work." 

H.  L.  Shibler,  Superintendent  of  Schools,  Highland  Park,  Michigan 


JEFFERSON  COUNTY 


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(i',<r     (1.)     (i(i<)     (37<)         1 

TWO  CALIFORNIA  COUNTIES  REPORT 

^-^  "OUR  YARDSTICK  OF  1  HE  EDUCATIONAL  VALUE 
of  utilizing  audio-visual  materials  is  the  shar])ly  increased 
number  of  requests  for  materials  which  has  been  proportionate 
with  expanded  teacher  knowledge  of  their  use.  The  generally 
accepted  values  (developing  ability  to  think,  promoting  interest,  building 
attitudes,  expanding  information,  developing  skills,  greater  retention  of 
information,  etc.)    have  all   been  evident  in  our  audio-visual  programs. 

"If  wc  ask  ourselves  the  tjucstion,  'How  has  the  audio-visual  program 
improved  our  schools  and  conmumities  since  its  inception?',  these  general 
answers  may  be  given: 

1.  It  has  made  for  more  democracy  in  the  administration  and  super- 
vision of  our  schools. 

2.  The  educational  program  has  become  better  interpreted  to  the 
public,  and  adults  have  become  better  informed  through  the  community 
use  of  audio-visual  materials. 

3.  It  has  vitalized  teachers-giving  them  new  ideas  and  improved  morale. 

4.  Teacher-pupil  relationship  has   been   bettered. 

"Budgets  can  and  must  be  increased  to  keep  pace  with  greater  demand 
for  audio-visual   materials." 

Leonard  E.  Svenson,  Director  Audio-Visual  Education, 
Mendocino    and    Lake    Counties,    California 

SANTA  CLARA,  CALIF.,  REPORTS   .  . 

^_    "RECENTLY   OUR   SPECIAL   and   general    supervisors   sur- 
j^  veyed  the  needs  ol  the  children  and  teachers  in  terms  of  audio- 

j  visual  aids  and  selected  committees  to  work  in  this  field.    As 

•  ^^"  the  needs  for  these  audio-visual  materials  have  become  appar- 
ent, more  equipment  and  materials  were  required  and  secured.  The 
department  now  consists  of  a  director,  booking  assistant,  clerical  assistant, 
and  technical  assistant.  Deliveries  are  made  to  all  schools  in  the  county 
weekly. 

"The  department  is  now  delivering  to  the  schools  of  Santa  Clara 
County,  eight  hundred  sound  film,  five  hundred  filmstrips,  one  hundred 
records,  seventy-five  flat  pictures  and  fifty  3i/^  x4"  slides.  The  department 
also  has  sixteen  sound  projectors,  eighteen  strip  film  projectors,  six  record 
players,  one  wire  recorder,  and  one  wax  recorder,  which,  are  placed  in  the 
schools,  supplementing  their  own  equipment. 

"Our  current  audio-visual  program  is  costing  $35,000  this  year,  which 
is  an  average  of  .|1.50  per  student.    More  need  not  be  said  about  how  we 
feel  about  the  use  and  worth  of  audio-visual   materials  of  instruction." 
Barret  Patton,  Supervisor,  Audio-Visual  Department, 
Santa  Clara  County  Schools,  Calif. 

^NEW  ALBANY,  INDIANA,  REPORTS.. 

"THE    EDUCAl  lONAL    VALUES    to    the   students   derived 
from  the  two  dollar  and  seventy-four  cents  per  pupil  expendi- 
^ture  are  as  follows: 

1.  The  development  of  a  higher  respect  for  our  teachers 
as  educators.  Students  feel  that  the  teaching  profession  is  out  in  front 
leading  the  way.  This  same  feeling  is  being  shared  by  parents  as  well  as 
students. 

2.  Seeing  and  hearing  is  remembering. 

3.  Abstract  classroom  work  comes  to  life  with  proper  use  of  audio- 
visual materials. 

4.  Teachers  gain  as  much  or  more  than  the  students,  and  as  a  result 
wc  have  an  incidental  in-service  training  for  teachers. 

5.  Recordings  and  radio  create  incentives  for  better  work. 

6.  There  is  no  finer  source  of  good  public  relations  than  a  complete 
and  aggressive  audio-visual   program. 

7.  Information  and  ideas  can  be  brought  to  the  students  that  ihev 
could  not  hope  to  get  at  the  actual  source. 

8.  Audio-visual  materials  are  authentic.  Their  wide-spread  use  will 
enable  us  to  reach  our  immediate  goals   by  a   more  direct   route." 

Vernon    McKown,   Dneilor    Audio-Visual    histruilion. 
School  City  of  Xew   Albany,  Indiana 


CALIFORNIA  COUNTIES 


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SANTA  CLARA 


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NEW  ALBANY 


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mU)       (r>(h)      (.'.(k)     (.S2.74)          1 

by  Lillian   Back 
Howell  School.  Rdcini'.   ]]'is. 


I.\  1  HE  S  I  I  1)N  ol  liuli.m  l.ili, 
emphasis  is  ])lattcl  on  tlu-  wax 
in  which  siinplo  ptopli-  adjiisucl 
to  simple  surroiiiuliiigN  and  ilic  man 
ner  in  wliiili  iheir  civili/ation  wa> 
intluencccl  b\  dinialic  anil  other  en 
vironmental  lactois.  Study  is  not 
restricted  to  one  t\pe  of  Indians, 
lest  the  children  confuse  adaptation 
with  conlormit\  to  one  panicidai 
set  of  living  conditions.  Indians  in 
fi\e  sections  of  the  United  States  arc 
studied  in  this  iniit:  Desert  Indians. 
Plains  Indians,  .uul  Wnddhiiu!  In 
dians. 


¥-JFSg 


We  see  and  hear  INDIANS 

A   CORRELATED    UNIT   ON    EARLY  AMERICAN    INDIANS 


■*■  (This  unit  dcscrihes  procedure 
usually  begun  about  October  1,  and 
( uhninating  with  the  study  of  the 
Indians  and  Pilgrims  at  Thanks- 
giving time.} 

A  unit  of  this  type  presents  these 
major  objectives: 

1.  To  show  how  en\ironmcnt  in- 
Hiiences  man's  shelter,  food,  and 
clothing. 

2.  To  develop  an  understanding 
and  appreciation  of  a  mode  o£  life 
different  from  ours. 

3.  To  stimulate  an  interest  in 
people  outside  our  own  group. 

4.  To  promote  an  interest  in  the 
early  history  of  .America. 

5.  To  provide  an  opportunity  for 
developing  skill  in  craftwork. 

6.  To  improve  coordination 
through  games,  songs,  and  rhythms. 

7.  To  develop  the  child's  abilitv 
to  express  himself  through  pictures, 
written  stories,  group  talks,  and  dis- 
cussions. 

Several  teaching  problems  con- 
front the  teacher  who  wishes  to  make 
an  imderstanding  of  Indians  clear 
and  vivid  to  the  young  learner.  The 
problem  of  time  is  one.    In  our  be- 


ginning stud\,  we  speak  of  people 
who  li\ed  long  ago.  The  problem 
of  distance  is  another.  To  speak  of 
|3eople  who  live  thousands  of  miles 
awav  nuist  be  done  m  ore  t  h  a  n 
t  h  r  o  u  g  h  \  erbalization.  To  make 
these  Indians  reallv  li\e.  we  attempt- 
ed to  leach  out  to  every  supplemen- 
tarv  learning  tool  imaginable  which 
\ve  could  bring  into  our  classroom  so 
the  children  could  examine,  experi- 
ence, see,  and  hear  evidences  of  the 
Indian  tribes  themselves,  their  ac- 
complishments, their  architecture, 
and  their  customs.  To  do  this  we 
assembled  such  luaterials  as  these: 

1.  Pictures  for  the  bulletin  board. 

2.  Books  about  Indians. 

5.     Films  and  slides  about  Indians. 

4.  Indian  articles  such  as:  arrow- 
heads, beadwork,  pottery,  baskets, 
blankets.  Indian  corn,  tom-toms,  rat- 
tles, feather  headdresses,  moccasins, 
jewelry,  etc.  (The  children  brought 
much  of  this.) 

5.  Recordings  of  Indian  music 
and  rliMhnis. 

The  map  of  the  United  Slates  was 
di\idcd  into  fixe  sections:  the  Xorih- 
west,  the  Southwest,  or  Desertlands, 


the  Great  Plains.  Eastern  Forest  and 
(.reat  Lakes  Region,  and  the  Swamp 
Lands  of  Florida.  Surface  features 
on  the  map  were  studied,  such  as 
momuains.  lowlands,  lakes,  rivers, 
oceans,  and  warm  and  cold  ( limates. 

.After  we  liad  learned  about  the 
kind  of  land  in  the  \arioiis  sections 
of  the  United  States,  we  studied  the 
Indians  who  li\ed  in  each  section. 
We  learned  their  name,  about  their 
homes  and  clothing,  how  the  Indians 
grew  their  food  and  what  food  they 
prepared,  and,  most  important,  how 
the  Indians  met  the  problems  which 
their  natural  einiionment  presented. 
Most  interesting,  w'as  the  study  of 
Indian  Ceremonials,  their  means  of 
transportation,  their  methods  of 
trading  goods  and  weapons,  and 
their  means  of  writing  and  commu- 
nication. 

Naturally,  after  we  had  learned 
about  each  tribe  through  all  the 
means  of  bringing  information  into 
the  classroom  that  we  enumerate 
above,  the  children  then  went  into 
their  own  creative  portion  of  the 
iMiit.  To  build,  to  model,  to  draw, 
to  shape  and  fashion   Indian  things 

(  C  0.\  T  I  N  l;  E  D       ON       P  .\  G  E       4  0) 


M  .\  V 


JUNE     •      1948 


Do 


you 


f^LAy 


'""''^^^TH^'' 


Let's  Play  Safe 


M      A  NEW  IDEA  IN  FILM   PRODUCTION 


"Uie.! 


by  William  H.  Murray 

Bur  bank,   California 


HOW  CAN  THE  SCHOOLS 
get  the  kind  of  teaching 
(ihiis  lliey  w  a  n  t  ?  Most 
scliools,  and  school  systems,  cannot 
afFord  to  produce  their  o^vn  teaching 
films;  in  fact,  the  duplication  of  ef- 
fort invohed  if  all  schools  made  their 
own  films  would  be  extremely  uneco- 
nomic. On  the  other  hand,  many 
films  now  a\'ailable  for  purchase  bv 
schools  have  been  severely  criticized. 

This  is  the  story  of  one  school 
which  decided  to  do  something  aboiu 
it. 

The  La  Canada  Elementary  School 
located  about  10  miles  out  of  Los 
Angeles,  is  part  of  the  Los  Angeles 
County  School  S\stem.  Vice-princi- 
pal Dean  Green,  in  charge  of  the 
school's  guidance  and  counselling 
program,  has  been  constantly  casting 
about  for  safety  films  that  would 
effectively  moti\ate  the  children  to- 
ward safe  attitudes  and  help   them 


de\elop  safe  habits.  Some  of  the  cur- 
rently a\ailable  films  on  safety  speak 
a  distant  and  obscure  language  — 
use  the  fear  approach,  with  appro- 
priate scenes  of  blood  and  gore  —  or 
are  monotonous. 

Green,  and  his  school  associates, 
felt  that  a  simple  film  was  needed 
ivhich  could  get  the  story  across  to 
the  school  children  in  their  own 
language— the  language  of  visual  ex- 
perience. The  possibility  of  the 
school  making  its  own  safety  film 
was  discussed  —  and  then  the  idea 
occurred  to  Green  that  he  might  find 
a  professional  film  producer  who 
would  be  willing  to  work  with  the 
school  in  de\eloping  the  kind  of  film 
wanted.    This  has  happened. 

Out   of   meetings   between  school 
and  producer  it  was  agreed  that: 
1.     The  producer  was  to; 

a.  Write,  produce  and  finance  a 
one-reel  16mm  sound  motion  picture 


in  color  on  the  subject  of  plaxground 
safet)'. 

b.  Deliver  two  prints  of  the  com- 
pleted film  to  the  school. 

2.  The  school  was  to: 

a.  Supply  location  and  plaxground 
ecjuipment  and  the  cast,  consisting 
of  school  children. 

3.  The  script  was  to  meet  with  the 
approN  al  of  both  parties. 

The  proposed  film  was  discussed 
with  teachers,  administrators,  and 
P.T.A.  officers  of  the  school.  Advice 
and  help  was  obtained  from  the  Los 
Angeles  County  Director  of  Audio- 
V'isual  Education,  Mrs.  Helen  Rach- 
ford,  and  the  Supervisor  of  the 
.\udio-\'isual  Section  of  the  Los  An- 
geles City  Schools,  Mrs.  Margaret 
Divizia,  and  their  stafft.  Discussions 
were  directed  toward  one  objective 
—the  film  shoidd  motivate  children 
(continued     on     page     41) 


Left:  a  member  of  the 
school  safety  patrol  is 
helping  to  put  up  the 
safety  decals  around  the 
school  building. 


Right:  "Let's  Play  Safe" 
is  taken  from  real  life 
situaticns  and  typical  be- 
liaivor  problems  on  the 
school  grounds  and  in  the 
school  building:  the  film 
dramatizes  e-i'ery-da\  situ- 
ations xchich  are  vital  to 
the  general  welfare  of 
school  children. 


26 


SEE     &     HEAR 


MOTION    PICTURES 

ARTS  AND  CRAFTS 

Mexican   Potters:   Clay  Art   In  Old 

.Mexico  — (11     min)     Sound.    Color. 

Paul  Hotlltr  Productions.  612U  So. 

Ridgelcx   Dr..  l.os  .Angeles  36,  C^alil. 

S7:).00. 

Intermed.,  Jr  Sr  HS;  Arts  &  Crafts, 
Social  Studies,  Sociology,  etc. 

•  Shows  the  way  of  lilc  found  in 
those  smaller  Mexican  towns  and 
villages  where  home  craftsmen  pl\ 
their  trade  as  the\  have  for  centuries. 
.\s  an  arts  and  crafts  film  illustrates 
how  regional  traditions  of  design 
and  available  materials  have  created 
distinctive  types  of  pottery. 

Siena  and  Simone  Martini— (10  min) 
Sountl.  BSjW,  S4():  Gateway  Pro- 
ductions, 40  Fremont  St..  San  Fran- 
cisco 5,  Calif. 

Sr  HS,  Col:  Art,  Art  Appreciation, 

Italian  Ciillural  History 

•  Xo  modern  note  intrudes  in  this 
|jicture  of  the  ancient  walled  Tuscan 
city  of  Siena  with  its  carefully  pre- 
served 14th  centurv  atmosphere. 
Considerable  footage  is  devoted  to 
the  ne\er-finished  Gothic  cathedral, 
and  to  Simone  Martini,  master  Sien- 
ese  artist  of  the  period.  The  back- 
ground of  his  art  is  explained  in 
historical  context,  and  the  true  fres- 
co process  is  illustrated.  Background 
music  includes  passages  found  in 
Sienese  archic\es,  probablv  ne\er  be- 
fore recorded. 

Spanish    Influence    in    Mexican 

Crafts— ( 1  0    mill)     Sound    Color, 
S85;    Gateway   Productions.   40   Fre- 
mont  St..   San   Francisco  5.  Calif. 
Jr  Sr  HS,  Col;  Arts  i-  Crafts,  Art 
Appreciation,    Latin    Amer.    Cul- 
t  u  re 

•  An  over-view  of  the  crafts  of  the 
Zapotec  Indians  in  the  primitive 
\alley  of  Oaxaca  where  basket  and 
pottery  making  are  still  caiTied  out 
as  Cortez  found  them  in  the  16th 
Cent.  The  Spanish  introduction  of 
cattle  and  sheep  into  the  valley,  how- 
ever, gave  rise  to  comparativelv  mod- 
ern crafts— dating  back  a  mere  400 
years— especially  weaving  and  leather 
working.  So  adept  has  this  ancient 
tribe  become  in  working  with  the 
"new"  materials,  that  their  art  is 
famous  throughout  all  Mexico.  Rack- 
ground  music  based  on  centuries-old 
Zapotec  themes. 


1%T 


PiC 


^taterials 


V  I  I.  M  S  •  S  1.  I  1)  K  .><  •  I!  E  C  0  11  DINGS 

A  \  I)  ()  III  i:  i;    \  M)  I  ()-\  I  <  r  \  I.  A  I  i)S 


BISINF.SS  ,<    I.NDISTRIES 

Cotton:    Picking    &    Ginning  — (11 
mill)    Sound.    Color.    S75.00.    Paul 
Hoefkr  P  ro  d  u  c  t  i  o  n  s.  612iy4  So. 
Ridgcley  Dr..  I,os  .\ngeles  36,  Calif. 
Intermed.,  Jr  Sr  HS;  Social  Studies, 
.Agriculture,  Economics,  etc. 
•  The  story  of  cotton  from  harvest 
to  mill.    "Fhis  is  the  first  to  be  re- 
leased in  a  series  of  five  which  will 
tell    the   complete  story   of  one  of 
America's  most  important  crops  and 
industries.      Technical     advice     was 
supplied    bv    the    National    (Cotton 
Ciouncil  of  America. 
What  Is  Business?  (10  min)  Sound. 
Color,  S90.00;  B&W,  S45.00;  Coro- 
r.it     Instructional    Films,    Coronet 
Bldg..  Chicago  1.  111. 
Jr  Sr  HS;  Social  Studies,  Econom- 
ics, Elementai-y  Business   Train- 
ing 

•  Opening  scenes  present  an  over- 
\  iew  of  the  business  world  by  show- 
ing how  it  produces  .Mother's  foun- 
tain pen,  the  bread  on  the  breakfast 
tabic,  and  the  pop-up  toaster  into 
which  the  bread  goes.  Using  such 
lamiliar  objects  as  illustrations,  the 
film  goes  on  to  explain  the  produc- 
tion, distribution,  and  service 
phases  of  business  which,  motixated 
b\  profit,  satisfies  demand.  Collab- 
orator: Paul  L.  Salsgiver,  School  of 
Biisincss,  Simmons  College. 

DEMOCRACY   AT   WORK 

J-taie  Legislature  (10  min)  Sound. 
B&W  or  Color.  -Apply  for  Price. 
(Silent  \ersionsalso  a\ailable)  Aca- 
dem\  Films.  844  Seward  St.,  Holly- 
wood 38,  Calif. 

Intermed.,  Jr  Sr  HS,  Col;  Social 
Studies,  Cij'ics,  Political  Science 

•  Presents  in  authentic  detail  the 
jirocedure  of  a  State  legislature  en- 
acting a  State  law.  Opens  with  back- 
ground of  the  origins  and  need  of 
A  particidar  law,  and  shows  how 
sponsors  obtain  statistical  data  and 
other  information  in  support  of 
the  proposed  bill.  Scenes  taken  dur- 
ing actual  sessions  of  a  State  legis- 


l.iiuie  |)()rira\  the  l)iH\  iiuioiiiK- 
tioii  and  its  subsc(|uent  deijate  and 
]):issage  by  the  House.  Concurrence 
in  the  Senate  and  the  Governor's 
sign;iiure  are  followed  bv  addition- 
al scc]uences  showing  how  a  new 
law  is  challenged  in  a  test  case 
which  is  finally  decided  b\  the 
State  Sii]jrcme  Court. 

HOME  ECONOMICS 

Kitchen     Come     True,      (18     min) 

Sound.    Sale,  S37.50;    Rental,  S2.50. 

Brandon  Films.  1600  Broadwa\.  New 

York    19,   N.   Y. 
Jr,  Sr  HS,  Col.,  Adult;  Agric,  Civ- 
ics, den.  Sci.,  Home  Ec,  Safety, 
Clubs. 

•  The  film  shows  how  much  domes- 
tic drudgery  can  be  eliminated  by  a 
planned  and  efficient  conversion  of 
existing  incoiuenient  kitchens.  Im- 
portant features  are  checked— saving 
steps,  making  sure  of  good  working 
light,  pro\iding  adequate  shelf  and 
cupboard  space,  and  eliminating  the 
corners  that  attract  dirt  and  rubbish. 
The  changes  shown  in  Kitchen  Come 
True  could  be  made  in  the  average 
kitchen  for  no  more  than  S500.  The 
basic  principles  on  which  a  success- 
lul  room  should  be  planned  are  out- 
lined and  an  efficient  arrangement  of 
equipment  and  fixtures  is  sketched. 
Produced  for  distribution  in  rural 
communities  it  offers  practical  assist- 
ance to  housewi\es  who  intend  to 
moderni/e  their  kitchens. 

Sewing:  Characteristics  and  Han- 
dling of  Materials—  (10  min)  Sound. 
BJtW.  Ai)ply  for  Price:  Young 
.America  Films,  18  E.  41st  St..  New 
York   17. 

/),  Sr  HSi  Col;  Home  Economics, 

Domestic   Science. 

•  Latest  release  in  the  Young  .Amer- 
ica scries  on  sewing  fundamentals 
(See  &  He.vr,  Sept.  "47) .  Discusses 
the  how  and  whv  of  appropriate 
fabric  selection,  helping  the  student 
choose  the  type  ancl  pattern  of  ma- 
terial best  suited  to  her  personal 
requirements  and  the  particular 
garment  to  be  made.  (over) 


.M  A  Y 


I  U  N  E 


19  4  8 


27 


INVENTORY    of    NEW    MATERIALS 


MOTION    PICTURES 
HOME  ECONOMICS:  Contd. 

What   Is   Cloth?— (H)   min)    Sound. 

Color,  S90.()0:  B&W.  S45.00:  Coroiut 

Instructional   Films,   Coronet    Bklg.. 

Chicago  1,  111. 

Jr  Sr  HS;  Home  Economics,  Do- 
mestic Science,  Seiving. 

•  Practical  facts  about  cloth  fibers, 
yarns,  and  wea\cs,  presented  in  a 
story  setting  as  a  mother  teaches  her 
ilaughter  Nancy  some  of  the  things 
which  govern  the  use  of  cloth  in  the 
home.  With  the  aid  of  excellent  high 
magnification  photography,  students 
actually  see  the  scientific  basis  for 
firmness  of  weave,  dural)ility.  luster, 
heat  conductivity,  cleanliness,  and 
washability  of  fabrics.  Collaborator: 
Florence  King.  Ass't  Prof,  of  Home 
Econ.,  University  of  Illinois. 

Yarn   &   Cloth  Construction— ( 10 

niin)  Sound.  Color,  $90.00:  BR.\\'. 
$4.5.00;  Coronet  Instructional  Films. 
Coronet  Bldg.,  Chicago  1,  111. 

Jr  Sr  HS;  Home  Economics,  Do- 

7nestic  Science,  Sewing. 

•  Brings  the  carding  board,  spinning 
wheel,  and  hand  loom  right  into  the 
classroom  to  demonstrate  the  process 
of  converting  raw  fibers  into  woven 
cloth.  High  magnification  photog- 
raphy of  each  process  makes  possible 
clear  visualization  of  details  of  cloth 
construction  otherwise  invisible.  In- 
directly teaches  the  principles  of 
wise  cloth  buying. 

FOLK  DANCING 

Norwegian  Folk  Dances— (11  min) 
Sound.  Color,  Sale,  $75;  Rental, 
$3.  DeVry  Corp.,  1111  Armitage 
Ave.,  Chicago  14. 

Jr,    Sr    HS,    Col;    Social    Studies, 
Geography,    Sociology,    Phys.    Ed. 

•  Depicts  a  Norwegian  Sunday  af- 
ternoon "smorgasbord"  picnic,  after 
which  a  group  executes  three  tradi- 
tional dance  routines.  Narration 
explains  differences  in  techniques, 
and  touches  briefly  on  the  history 
of  this  type  of  dancing.  Costumes 
are  authentic  "Hardanger"  type. 

Promenade    All— (10    min)     Sound, 
Color,  .'$85;  B&W,  S.^3;  Gateway  Pro- 
ductions, 40  Fremont  St.,  San  Fran-' 
cisco  5,  Calif. 

Jr  Sr  HS,  Col,  Adult;  Phys.  Ed., 

Health,  Recreation 


•  First  of  a  projected  series  on  folk 
dancing,  the  film  is  devoted  to  the 
western  square  dance,  including 
more  than  18  different  figures  of 
popular  and  exhibition  squares.  Au- 
thentic in  detail,  it  was  supervised 
iiv  the  Folk  Dancing  Federation  of 
(lalif..  and  is  expertly  danced  by  the 
famous  Docey-Doe  Club  of  Redvv'ood 

c:ity. 

LANGU.\GE  &  LITERATURE 
Baby  Rabbit  Series—  (.S  films:  10  min 
each)  Sound,  B&W,  S33.  per  title, 
.S90.  per  series.  Gateway  Productions, 
40  Fremont  St.,  San  Francisco  5, 
Calif. 

Pritnary,  Intermed.;  English  Lan- 
guage 6-  Arts 

•  .\  series  of  three  lively  puppet 
films,  each  based  on  okl  X  o  r  t  ii 
Carolina  folk  tales,  and  each  with  a 
moral  for  younger  children.  Titles: 
/  Wanted  Tied  Wings,  in  which  Ba- 
l)\  Rabbit  finds  that  it  is  not  always 
wise  to  wish  for  things  you  don't 
have:  Carrot  Pie,  in  which  Baby 
Rabbit  learns  to  avoid  the  sin  of 
gluttonv;  and  /  Love  to  Make  Music, 
a  tuneful  piece  in  which  Baby  Rab- 
bit befriends  Minor  Duck  who  is 
teased  bv  his  brothers. 

Choosing  Books  to  Read  (10  min) 
Soimd.  Color.  S90.00:  B&W,  $45.00; 
Coronet  Instructional  Films,  Coro- 
net Bldg.,  Chicago  I,  111. 

Jr  Sr  HS;  Language,  Arts,  Eng- 
lish, Literature,  Reading 
•  Shows  how  an  average  high 
school  boy's  quest  for  information 
on  photography  leads  him  from  a 
beginner's  volume  to  books  on  com- 
position, to  a  novel,  and  finally  to 
a  work  on  .A-rt.  An  excellent  moti- 
vational film  designed  to  bring 
home  to  students  a  greater  realiza- 
tion of  the  treasures  books  hold  for 
them.  Collaborator:  John  J.  De- 
Boer,  professor  of  Education,  Uni- 
vcrsitv  of  Illinois. 

Do  Words  Ever  Fool  You?—  ( 1 0  min ) 

Sound.  Color,  $90.00;  B&W,  $45.00; 
Coronet  Instructional  Films,  Coro- 
net Bldg.,  Chicago   1,   111. 

Intermed.,  Jr  HS;  Grn/nuuir,  Eng- 
lish Lang,  o-  Arts. 

•  Strikes  at  the  very  essence  of  word 
usage:  clarity  and  singleness  of  pur- 
pose. Shows  how  word  trickery  in 
every  phase  of  modern-day  living— 


in  radio  commercials,  screaming 
headlines,  personal  conversations, 
and  printed  advertisements  —  can 
have  serious  consecjuences.  Not  only 
points  out  the  dangers  of  word  con- 
lusion,  but  shows  the  student  what 
he  can  do  to  prevent  it. 
Punch  &  Judy—  (20  min)  Sound; 
Color,  $127.50;  B&AV,  $75;  Gateway 
Productions,  40  Fremont  St.,  San 
Francisco  5,  Calif. 
Primary,  Lower  Elementary 
Grades:  English  Layiguage  tr  Arts 

•  .A  short  demonstration  of  how  to 
set  up  and  operate  a  puppet  show 
precedes  a  short  introduction  by 
Punch  himself,  who  briefly  sketches 
his  own  history  and  tradition  from 
the  17th  Cent,  to  the  present.  Both 
introductions,  and  the  dialog  of  the 
show  proper,  are  spoken  in  chil- 
dren's terms;  and  the  traditional 
Punch  &  Judv  plot  has  been  adapted 
to  point  a  moral  lesson  for  the  very 
young.  Marionettes  designed  and 
operated  b\  Fred  Rasmussen,  well- 
known  puppeteer. 

Punctuation— Mark  Your  Meaning— 
(10  min)    Sound.  B&W,  $45;  Color, 

.S90.     Coronet    Instructional    Films, 

Coronet    Bldg..   Chicago    I. 

Intermed.,  Jr  HS;  English   Gram- 
mar. 

•  Fhrough  a  story-line  emphasizes 
the  importance  of  punctuation  and 
presents  basic  rules  for  its  use.  Tom 
and  Beth  find  that  scenes  from  their 
jjuppet  show  do  not  make  sense,  or 
are  misunderstood,  unless  the  script 
is  properly  punctuated.  Producecl 
with  the  collaboration  of  Dr.  Viola 
Themaii,    Northwestern    Uiiisersitv, 

Snookie,  The  Adventures  of  a  Black 
Bear  Cub— (10  min,)  sound,  Color, 
S85,  Associated  Film  Artists,  30  N. 
Raymond  .\ve.,  Pasadena  1,  Calif. 
Prim..  Intermed.;  Reading  Readi- 
ness, Lang.  Arts. 

•  .\  wholesome  picture  story  of  a 
loveable.  slightlv  naughtv  black  bear 
cub.  Comes  in  two  sound  track  ver- 
sions, a  primary  version  for  little 
ones  and  a  regular  version  for  upper 
levels,  both  have  been  classroom 
tested  and  approved  by  competent 
teachers. 


Fall  Inventory  in  September 

The  .Annual  Fall  Inventory  Issue 
of  Ski;  &  Hkar  will  appear  in  the 
September.  1948  edition.  Watch 
for  it!  Order  extra  copies  now. 


28 


SEE     &     HEAR 


TEACHING  TECHNIQUES 

Cxjunseling:  Its  Tools  &  Tech- 
niques (22  inin>  J>ound.  Colui ; 
Sale.  S2(K).00:  Rental,  SIO.OO.  B&W  : 
Sale.  SI 00.00:  Rental.  S5.00.  Carl  F. 
Mahnke  Productions.  2708  Beaver 
A\e.,  Des  Moines  10,  Iowa. 

College,  Adult:  Teacher  Train- 
ing, Vocational  Guidance.  Psy- 
chology. 

•  With  a  script  prepared  bv  the 
members  and  staff  of  the  .Michigan 
Slate  College  Institute  of  Counsel- 
ing. Testing,  fc  Guidance,  the  film 
shows  a  well  trained  vocational 
guidance  counselor  at  work.  Covers 
his  most  important  tools— inter- 
views, tests,  questionnaires,  \'isual 
aids,  etc.— and  the  techniques  he 
uses  to  obtain  maximum  benefit 
from  them. 

Shown  by  Request,  (20  min)  Sound. 
Rental  S2.    A\ailable  for  sale.    Brit- 
ish  Information   Services,   39   S.   La 
Salle  St.,  Chicago  3,  111. 
Col:  Teacher-training. 

•  This  is  the  ston.  of  non-theatrical 
(16mm)  film  distribution  in  Britain. 
-Mobile  luiits  take  films  to  audiences 
which  have  no  projector  and  the 
Governments  Central  Film  Library 
sends  films  by  mail  to  people  with 
pri\ately  or  communitv  owned  pro- 
jectors. -As  a  film  librarv  technique 
is  shown  in  some  detail,  the  film  is 
particularly  useful  to  teacher-train- 
ing institutions. 

The  Three  .\'s  — (20  min)  Sound 
B!c^\  :  -Apply  for  Rental  or  Sale: 
British  Information  Services,  30 
Rockefeller  Plaza,  New  York  20:  39 
S.  LaSalle  St..  Chicago  3,  II. 
391  Sutter  St..  San  Francisco  5. 

Col,   Adult;    Teacher   Training, 

PTA  Groups 

•  Produced  for  the  British  Ministr\ 
of  Education,  showing  how  modem 
English  schools  coordinate  classroom 
studies  with  praaical  experience,  so 
that  pupils  learn  to  applv  their 
knowledge  to  life  situations.  It  also 
shows  how  the  three  .\'s— .\ge.  Abil- 
ity, and  -Aptitude- are  carefullv  con- 
sidered by  teachers  to  insure  that 
each  student  receives  the  education 
best  suited  to  his  needs. 


T  H  E    Vi  O  R  L  I)    WE    LIVE    I  \ 


Copies   for  Summer   Class 
Bulk  copies  of  See  v  He^vr  issues 
are  available.   \\'rite  now  for  low- 
cosi  plan  on   bulk  class  orders. 


INTERNATIONAL 

Passport  to  Nowhere— i  19  min.^ 
IWrW".  Sound  Sitn.  RKO  Radio  Pic- 
tures, Inc.,  RKO  Bldg.,  Radio  Citv. 
Rockefeller  Center.  New  York  20. 
N.  Y. 

Sr  HS,  Col,  .Adult:  Civics,  Social 

Studies,  Forums,  Clubs. 

•  The  film  treats  of  one  of  the  most 
vital  problems  created  by  the  last 
war— the  displaced  jjersons,  850,000 
of  them  in  Europe.  Portrays  the  way 
allies  gather  these  homeless  people 
into  camps  and  installations  and  the 
work  of  many  of  the  relief  organiza- 
tions. .A  factual  report  of  this  vital 
problem. 

The  Star  .And  The  Sand,   (20  min) 
Sound.   Service  charge  S2.    Brandon 
Films,    1600    Broadwav,    New    York 
19.  N.  Y. 
Jr.  Sr  HS;  Social  Studies. 

•  The  great  task  of  rehabilitation 
being  performed  by  UNRR-A  is  dem- 
onstrated through  one  community  of 
Yugosla^•  refugees  at  a  camp  in  El 
Shati.  Egypt.  The  people  were 
helped  to  clothe  and  feed  themsehes 
and  to  set  up  industries,  schools, 
newspa|)ers.  and  recreation. 

The  World  Is  Rich,   (43  minj   Sale. 
$100:     Rental,  S6.    Brandon   Films. 
Inc.,  1600  Broadwav.  New  York  19, 
N.  Y. 
Jr,  Sr  HS;  Social  Studies. 

•  The  United  Nations  measures,  for- 
mulated in  the  Food  and  -Agriculture 
Organization,  are  dramatized  and  the 
plan  drawn  up  bv  the  F.-A.O.  for  the 
permanent  improvement  of  farming 
throughout  the  world  are  described. 
Diagrams  and  animations  are  used 
to  explain  the  trade  relationships 
l>etween  surplus  producing  countries 
and  the  food  importing  countries.  Sir 
John  Boyd  Orr  and  Fiorello  H.  La- 
Guardia  make  a  strong  apf>eal  for 
an  imaginative  approach  to  this  vital 
problem,  stressing  that  an  assured 
food  supply  for  all  people  is  the  only 
basis  for  world  peace.  Successor  to 
film  World  of  Plenty. 

OTHER  L-ANDS 

Belgium,  (^20  min)  Sound.  Sale,  $44. 
Fihns  of  the   Nations.   Inc.    18   W. 
55th  St.,  New  York  19.  N.  Y. 
Jr,  Sr  HS;  Social  Studies. 

•  .An   excellent   overall    picture   of 


HU.NLAN    WELFARE 

First  Steps  (10  minj  Sound.  Bi:\\  . 
-Ajjplv  for  Price.  Film  Program  Serv- 
ices. 1 1 73  .Avenue  of  the  .Americas, 
-New  York  19,  N.  Y. 
Jr  Sr  HS,  College,  .4dult;  Social 
Studies,  Sociology,  Case  Work, 
Teacher  Training. 
•  Produced  for  the  United  Nations 
Division  of  Social  .Affairs  bv  Fred- 
erick House  Films,  shovving  the  lit- 
tie-publicized  humanitarian  work 
of  the  U.N  in  the  field  of  health  and 
human  welfare.  -A  recent  .Academv 
-Award  winner,  the  film  describes 
the  role  of  the  social  worker  in  the 
care  and  treatment  of  voung  vic- 
tims of  cerebral  palsv  and  mav  be 
generalized  to  the  treatment  of  all 
cripples.  It  may  be  used  in  class 
discussions  of  the  work  of  the  UN, 
the  place  of  the  social  worker  in 
contemporarv  societv.  or  the  prob- 
lems of  education  of  the  handi- 
capped. 


Belgium  is  given  in  this  informative 
and  comprehensive  film.  It  deals 
with  major  aspiects  of  Belgian  geog- 
raphy, histon.-,  art,  industry,  towns, 
cities  and  agriculture.  -A  fine  con- 
trast  is  drawn  between  the  ancient 
towns  with  their  historical  monu- 
ments and  buildings  and  the  up-to- 
date  cities  of  todav  with  their  mod- 
ern industries  and  progressive  citi- 
zens. A  fine  introduction  to  the  study 
of  an  industrious  western  Eiu-of>ean 
coimtr)-. 

Report  From  the  New  Poland,    (10 
min)    Sound.  Sale,  $26.  Films  of  the 
Nations.    Inc,    18    W.    55th    Street. 
New  York  19.  N.  Y. 
Jr.  Sr  HS;  Social  Studies. 

•  This  is  the  stor)'  of  recent  prog^ress 
in  western  Poland  in  its  gigantic 
tasks  of  raising  crops,  building  homes 
and  factories,  producing  coal  and 
steel,  manufacturing  necessities  for 
home  use  and  luxiu-ies  for  exp>ort. 
Shows  pioneers  who  in  1945  moved 
into  those  areas,  returned  to  Poland 
by  grant  of  the  Yalta  conference. 

Tina.  A  Girl  of  -Mexico,  (16  min) 
Color.  Sound.  S95.  Frith  Films, 
Box  565,  Hollwood  28.  Calif. 

Inlenned.,  Jr,  Sr  HS,  Col,  Adult; 

Geog.,  Soc.  Studies,  Clubs. 

•  The  film  presents  a  Mexican  fam- 

(OVTX) 


M  A  Y 


JUNE     •      1948 


29 


INVENTORY    of    NEW    MATERIALS 


iMOTION    PICTURES 

OTHER  LANDS:  Contd. 

ily  who  li\e  in  the  beautilul  hill  town 
oF  Taxco  in  the  center  ol:  Mexico 
and  gives  detailed  information  on 
the  family  life  and  customs.  Included 
are  scenes  of  the  work  of  the  silver- 
smiths, the  town  square,  a  fiesta,  the 
market,  and  scenes  that  depict  the 
color,  music,  and  gaiety  the  Mexicans 
love  so  much. 

South    Africa— Land    of    Contrasts, 

(18  niin)  Sound.  Sale,  $44.  Films 
of  the  Nations,  Inc.,  18  W.  o'nh  St., 
New  York  19,  N.  Y. 

Jr,  Sr  HS;  Social  Studies. 

•  .An  excellent  film  presenting  an 
overall  \ iew  of  South  .Africa's  history, 
development  and  problems  in  this, 
an  introduction  to  one  of  the  charter 
member  countries  of  the  United  Na- 
tions. Witchcraft  and  20th-ccnturv 
medicine;  goldmincrs  and  sheep-rais- 
ers, gardens  and  deserts,  native 
schools  working  against  ignorance 
and  superstition  all  depict  this  land 
ol  contrasts. 

Warsaw  Rebuilds,   (11  min)    Soimd. 
Rental,  $1.25;    Sale,   S25.    Brandon 
Films,    1600    Broadway,    New    York 
1'.),  N.  Y. 
Jr,  Sr  HS;  Social  Studies. 

•  The  capital  city  of  Poland,  iormer- 
ly  one  of  the  most  beautiful,  was  left 
a  wasteland  of  lubble  by  the  Nazis. 
The  Polish  people  are  shown  begin- 
ning their  great  task  of  rebuilding. 

We  Survived,  (10  min)  Sound. 
Rental,  $1.25;  Sale,  $25.  Brandon 
Films.  KiOO  Broadway,  .\ew  \nrk  I!). 
N.  Y. 

Jr,  Sr  HS;  Social  Studies. 

•  Postwar  Poland  needs  to  reijuild 
the  tle\aM;iied  cities  and  ruined 
I  a  I  lll^.  riic  new  government  has 
lulptd  to  speed  up  reconstruction, 
and  the  (rim  shows  how  vokmteer 
soldiers  and  civilians  attempt  to  re- 
build roads,  bridges,  water  systems. 
and  homes.  But  the  people  arc  tired, 
sick  and  destitute.  They  need  out- 
side help  to  restore  their  country  to 
self-sufficiency. 


Full 

Inventory    in    September! 

The 

annual    fall    Inventory    of 

New 

Materials   r)f  See   S:   Hear 

will 

appear    in    the    Se|Jtember, 

1948 

issue.    Watch  for  it! 

U.  S.  GEOGRAPHY 

Mississippi  River  Series  (2  films;  10 

min   each)    Sound.   B&;\\'  or  Color. 

.\|J])1\    for   Price.    Academy    Films. 

Sll  Seward  St.,  Hollywood  38,  CJal. 
Iiilermed..  Jr  HS;  Social  Studies. 
Geograjjliy.  Ei  oiioin  ics.  Com- 
merce 

*  A  stud\  ol  .Vinerica's  gieatest 
river  and  its  ellects  on  the  agricul- 
tine  and  industry  located  within  its 
diainage  area.  Man's  atienipis  at 
control  by  means  of  dams  and  lotivs 
are  presented  in  phoiographv  and 
animated  maps  and  tliagrams,  and 
his  uses  of  the  river  lor  power  gen- 
eration, cheap  water  transportation. 
et(..  are  included.  Dramatic  scenes 
ol  Hoods  are  followed  bv  an  ex- 
planation ol  methods  ol  Hood  con- 
trol. The  first  film  in  I  he  Series, 
L'pper  River,  covers  the  ciiies.  in 
dustries.  and  agriculture  Ironi  tli  ■ 
.Mississippi's  source  down  lo  il/ 
month  of  the  Ohio.  Lower  Rice). 
ihe  second,  covers  the  area  heiween 
this  point  and  ihe  Gidf. 

River     of     Ice— (10     min)      Stnuul. 

C:olor.     Sale,     ,§80;      Rental,     S:i.5(l. 

Bailey  Films,  2044  N.  Bcrendo.  ffol 

lywood  27,  Calif. 

hiteiined.,    fr.   Sr   HS;    Gen.    Sd., 
(ieogrnphy.  Geology.  (above) 

CIVICS 

The  Junior  Citizen—  (20  min)  sound 
B&W  S90.  Gatewav  Prockictions,  40 
Fremont  St.,  San  Francisco  5.  Calif. 
Sr  HS,  Col,  Adult;  Vocational 
Guidance,  Teacher  Training,  PTA 
•  .A  vital  theme  is  presented— good 
citizenship  in  a  democracy  and  the 
important  role  schools  are  pla\ing 
in  its  development.  The  subject  mat- 
ter is  divided  into  four  parts:  shar- 
ing a  common  understancJing;  fitting 
into  our  economic  life;  conserving 
our  natural  resources;  and  conserv- 
ing our  human  resources.  The  film 
shows  graphically  how  the  schools 
guide  children  year  by  year  through 
these  areas  of  understanding  from 
the  beginnings  of  first  learning  to 
]5lay  through  to  the  choice  of  an 
occu])ation  and  the  assumjition  of 
adult  respDusibilities  of  couiinnnilv 
life. 


•  iMMg  Knik  Glacier,  .Alaska,  as  an 
e\;nii|j|e.  ihe  film  shows  the  source, 
structure,  and  movements  of  a  ivpi- 
cal  valley  glacier;  the  relationship 
of  climate  to  the  seasonal  cvcle  of 
ice  accumulation  and  melt-water 
1  lui-off;  and  the  effects  of  glaciation 
on  the  land  and  on  the  plant,  ani- 
mal, and  human  life  of  the  surround- 
ing legion.  Note:  a  silent  slidefilm. 
in  black-and-white,  repeating  key 
frames  from  this  film,  is  available 
Irom  the  same  source  at  a  small 
extra   charsje. 

LIFE   IN   AMERICA 

Autumn  on  the  Farm  — (10  min) 
Sound.  Colcjr.  Sale,  $90.00;  Rental, 
$4.00:  Encyclopaedia  Britannica 
Films,  1150  ^Vilmette  Ave.,  Wil- 
mette.  111. 

Intermrd..  Jr  HS;  Social  Studies, 

Gen.  Sci. 

"  Third  in  the  EBFilms  series  on 
rural  life,  designed  to  give  school 
children  an  idea  of  how  life  is  lived 
on  a  larni.  Uses  the  same  locale  as 
the  two  |)ievious  films  Spring  on  the 
Farm  and  Summer  on  the  Farm,  and 
cov CIS  the  period  Irom  September  to 
November,  including  harvest-time 
activities  and  the  preparations  for 
the  long  winter  ahead.  The  color 
shots  of  the  Wisconsin  countryside 
during  this  season  are  particidarlv 
effective.  Collaborator:  E.  Laurence 
Palmer,  Ph.D.,  prolessor  of  Natine 
and  .Science  Education,  Cornell  Uni- 
versity. 

The  Cowboy— (10  min)  Sound  Col- 
or $75.  Arthur  Barr  Productions. 
1265  Bresee  Ave.,  Pasadena  7.  Calif. 

hitermed.,  Jr  HS;  Social  Studies, 

Language  Arts. 

•  Featuring  Monty  Montana  and  his 
horse  l^cx.  Shows  the  cowboy's  dress, 
emphasizing  its  functional  aspects, 
how  he  saddles  his  horse,  and  uses 
his  lariat.  Rex  ilhistiates  the  part 
played  bv  the  horse  in  quick  roping 
of  calves.  Concluding  scenes  show 
trick  riding  and  roping  as  Monty 
practices  for  the  coming  rodeo. 

Historic  New  England,  (20  min) 
Color.  Sound.  .Sale,  $170.  Sinnnel- 
Meservey,  Inc.,  .^21  S.  Beverly  Ih.. 
Beverly  Hills,  Cialif. 

hilermed..  Ji.  Sr  HS;  Col,  Adult: 

<";?■"£;..  Hist.,  Soc.  Studies. 

•  This  lilin  is  not  a  travelog.  Pro- 
duced In  Bmton  Holmes,  it  places 
primary  imjjortance  on  the  historical. 


30 


SEE     &     HEAR 


economical  aiul  geographical  signifi- 
(ante  of  the  six  New  England  states. 
I  Ik-  liliii  emphasizes  the  contrilni- 
lioii  (il  the  ])(.-ople  of  this  region  to 
ilic  United  States  and  to  the  rest  of 
the  world. 

Let's  Visit  a  Poultry  Farm—  (10  min) 
Sound.  B&W,  S45;  Color,  §90. 
Coronet  Instructional  Films.  Coro- 
net Bldg.,  Chicago   1. 

Primary.    lutermed.     Grades;    So- 
(iiil  Sluilit'.s.  F.ng.  Lang.  .irts. 

•  "1,i1v(a"  sliulcms  on  a  tour  ol  a 
poulirx  larni  with  Betty,  a  \oung 
citv-dwcller.  Shows  the  complexi- 
ties of  rural  occupations  and  the 
contribiuion  the  poultry  farmer 
makes  to  the  well-being  of  us  all. 
Produced  with  the  assistance  of  Dr. 
I.  ().  Foster,  .\ssoc.  Professor  of  Edu- 
cation,   Indiana    Uni\ersity. 

Navajo  Indians  of  the  Painted  De- 
sert—(10  min)     Sound.    B&W.    Sale, 
S30;     Rental,    SI. 50.     Bailey    Films, 
2044  Berendo,  Hollywood  27,  Calif. 
Intermed.,     ]r,     Sr     HS;     Social 
Studies,      Geography,     Sociology, 
Anthropology. 

•  -A.  timely  presentation  of  the 
plight  of  the  Navajos  showing  how 
they  are  li\ing  "insulated  from  the 
20th  Century  by  the  desert  and  neg- 
lect", and  still  clinging  to  their 
ancient  tribal  customs  and  laws. 
The  background  of  their  present 
economic  difficulties  is  shown  as  the 
result  of  the  inability  of  their  over- 
grazed lands  to  support  the  large 
flocks  of  sheep  on  which  their 
livelihood  depends.  Conclusion 
jjoints  out  the  nation's  duty  to  this 
worthv  and  lo\aI  minoritx  of  "first 
-Americans". 

SCIENCE 

Atomic  Physics  (100  min)  Soiuid. 
B&W.  Sale.  5400.00:  Rental.  S40.00. 
United-World.  445  Park  .\ve..  New 
York  22,  N  Y. 

Sr  HS.  College,  Adult:  Physics 
•  .\n  aiuhoritative  presentation 
tracing  140  years  of  the  history  and 
development  of  our  knowledge  antl 
use  of  atomic  energy  from  John 
Dalton's  theory  (1808)  through  the 
cunuilatixe  discoveries  by  many 
scientists  in  many  lands,  to  the  re- 
cent application  of  uranium  fission 
in  the  "A"  Bomb.  Film  combines 
dramatic  re-enactment,  animated 
diagrams,  and  direct  jihotography 
to  tell  its  powerful  stor),  and  in- 


cludes "personal  appearances"  1)\ 
.Albert  Einsiiin,  l.oni  Rutherfonl, 
and  other  woi  Idiaiiu'd  scientists. 
Peaccfid  uses  ni  .itDuiit  energy  are 
em|)hasi/ed. 

The  Frog  (10  min)  Sound.  BivW. 
Sale,  S45.00:  Rental,  SI. 50;  United- 
World  Films,  445  Park  Ave.,  New 
\ork  22.  N.  Y. 

Jr  Sr  HS  College;  General  Science, 
Riology,  Zoology.  Genetics 

•  I'he  comijlele  life  cycle  ol  the 
hog  [rom  fertilized  egg  to  tadpole 
lo  mature  frog.  Micro])lu)lograph\ 
secjuences  depid  the  process  in  lull 
detail. 

The  Human  Hair  (II  min)  Soiuid. 
lilW  .  Sale,  Sr.O.OO;  Reulal,  S3. 00. 
Bray  Studios  Inc.,  729  Se\ciuh  A\e., 
New  York  19,  N.  Y. 

Sr  HS,  College;  Physiology 

•  Presents  the  huuKin  liair  as  part 
of  the  human  skin,  drawing  an 
analogy  between  the  growth  and 
development  of  eadi.  Bv  means  of 
dirett  photogiaphy  and  animated 
drawings  shows  the  growth  ol  the 
hair  within  the  follicle,  its  individ- 
ual life  span,  shetlding,  and  re- 
newal, and  other  characteristics.  Re- 
lationship between  human  hair, 
sebaceous  gland,  and  sebaceous  se- 
cretions is  also  covered. 

The    Sounds    of    Music— (10    mill) 
Sound.    B,^W,  SLr,  Color,  S90;  Cor- 
onet    Instructional    Films,    Coronet 
Bldg,.  Chicago  1. 
Jr,    Sr    HS;    Gen.    Sci.,    Physics, 
iMusir. 

•  l^vo  youngsters  meet  the  pro- 
prietor of  their  local  music  store 
v\ho  demonstrates  for  them  the 
ininciples  of  frecpiency  and  ampli- 
tude with  the  grooves  and  sounds 
ol  a  phonograph  record.  On  a 
torn  of  the  shop  they  see  and  hear 
a  selection  of  instruments  (string, 
brass,  woodwind,  reed,  and  percus- 
sion) gaining  a  knowledge  and 
appreciation  of  the  significant  sounds 
of  each, 

^Ve  Discover  Fractions— (10  min) 
Sound.  BS;W.  S45:  Color.  S90.  Cor- 
onet Instructional  Films.  Coronet 
Bldg.,  Chicago  I. 

Intermed.,    Jr    HS:    .Matlicmatics, 

.Irithmetic. 

•  Relates  the  arithmetic  symbols  of 
fractions  to  the  student's  own  ex- 
periences—a piece  of  pie,  a  board 
sawed  in  fourths  for  shelves,  etc., 
are  used  present  concepts  in  familiar 


terms  and  daiilv  definitions  of 
words  such  as  "munerator"  ami  "de- 
nominator". 

SPORTS  .AND 
PHYSIC:AL  EDUCATION 

Basketball  Thrills  of  '48-  (60  min) 

Sound.      B&W.      -Apply     for     price. 

Official  Films.  25  W.  45th  St.,  New 

York   19. 
]r,  Sr  HS,   Col;   Physical  Educa- 
tion,   Health.    Sports. 

•  .A  feature-length  presentation  of 
highlights  in  the  season's  top 
cliain|)ionsliip     basketball     tournevs 

(.National  Invitation  and  NC.A.A) 
showing  such  court  greats  in  action 
as  Dolph  Schayes,  Ray  Lunipp,  Ed 
.Macauley,  etc.  Camera  work  in- 
cludes (lose-ups,  angle  shots,  reac- 
tion shots,  and  longs.  Narration  by 
sports   annouiuer   Marty   Glickman. 

Fooiball  Higfdiglits  of  1947- (20 
min.)  B-vW,  .Sound  S90,  RKO  Radio 
Pictures,  Inc.,  RKO  Bldg.,  Radio 
Citv,  Rockefeller  Center,  New  York 
20,  N.  Y. 

Jr  .Sr  HS,  Col.  Adult:  Phys.  Ed. 

•  I'he  headline  games  of  the  year 
provide  all  the  thrills  of  the  actual 
game  and  all  the  winning  techniques. 
Games  featured  include:  North  Car- 
olina-Georgia; Yale-Columbia;  Mich- 
igan-Illinois; .Armv-Navv  and  Notre 
Danu -Sou then  1  California. 

Play  Is  Our  Business,  (20  min) 
Sound.  Sale,  S45;  Rental,  S3.  Sun 
Dial  Films,  Inc.,  105  West  106th  St., 
New  York  29,  N,  Y. 

.Sr  HS.  Col.  Adult;  Civics,  Clubs, 
G  u  i  d  (I  nee,  Phys.  Ed.,  Physiol., 
Health,  Nursing,  Psych.,  Teaching, 
Safety.  Soc.  Studies. 

•  Film  alx)ut  ]}lay  activities  of  chil- 
dren alter  school  hours.  Shows  topi- 
cal .\merican  children  in  an  urban 
community.  5  to  12  years  of  age,  in 
su])ervised  ])!av.  Brings  out  the  im- 
portance of  jjioviding  for  the  child 
after  school  in  winter  and  all  dav  in 
summer. 

Softball  for  Ciirls— (10  min)    Sound. 

B&W,    S45;     Color,    S90;     Coronet 

Instructional    Films.   Coronet   Bldg., 

Chicago    1. 

Jr,  Sr  HS,  Col;  Physical  Educa- 
tion, Healtli,  and  Sports. 

•  Teaches  fundamental  softball 
skills  by  showing  their  a[)])lication 
during  the  exciting  last  inning  of  a 
girls'  intramural  game.  Eiiiphasizes 
intelligent  practice  and  coordinated 

(c;o.\  ri.NUED  O.N  the  ne.xt  I'.XGE) 


.\r  A  V 


JUNE     •     1948 


31 


MOTION  PICTURES        FILM  STRIPS    and    SLIDES 


PHYSICAL  EDUCATION 

team-play.  Production  collaborator; 
Viola  Mitchell.  Woniens  Physical 
Ed.  Director,  Hanover  College. 
Speedball  for  Girls— (10  min) 
Sound.  B&W,  $45;  Color,  S90;  Cor- 
onet Instructional  Films,  Coronet 
Bldg.,  Chicago  1. 

/;-,   Sr   HS,    Cnl:   Physical   Educa- 
tion,   Health.    Sports. 

•  An  explanation  of  the  game  of 
speedball  including  players'  posi- 
tions on  the  field,  rules  of  the  game, 
practice  suggestions  to  acquire  indi- 
vidual skills,  and  the  importance  of 
team  cooperation.  Produced  ivith 
the  assistance  of  Viola  Mitchell, 
Womens  Phys.  Ed.  Director,  Han- 
over College. 

Sprints—    (20  min)    Sale,  S90;   Rent- 
al,  $3.    United   World  Films,    Inc., 
445  Park  Ave.,  New  York  22,  N.  Y. 
Jr.  Sr  HS,  Col;  Phys.  Ed. 

•  First  of  new  training  series  pro- 
duced by  United  World  Films,  Inc., 
in  cooperation  with  the  Amateur 
.\thletic  Union  and  the  United  States 
OKnipic  Committee.  Fundamentals 
of  100-\ard  dash  and  220-yard  dash, 
demonstration  of  impact  style  and 
natural  stretch  stride,  synchroniza- 
tion of  leg  and  arm  action,  condi- 
tioning exercises,  starting  technicjues, 
cui\e  starts,  slow  motion  demonstra- 
tion of  muscular  utili/ation  and  co- 
ordination. 

TRANSPORTATION 

Freighter  in  Port— (14  min)  Sound: 
C:<.lor.  S1I2.,50;  li&W,  $56.25.  Aca- 
demy Films,  844  Seward  St.,  Hollv- 
wood  38,  Calif. 

hitcrmed.  Grades;  Social  Studies, 
Economics,  Language  Arts 
•  Illustrates  and  defines  the  various 
parts  of  an  ocean  carrier,  shows  the 
crew  at  work  loading  and  unloading 
cargo,  and  points  out  the  importance 
and  function  of  such  vessels  in  bring- 
ing us  foreign  products  or  raw  ma- 
terials to  be  processed  for  later  use 
at  home  or  for  sale  abroad.  Ani- 
mated drawings  and  models  are  used 
to  show  cranes,  booms,  and  winches 
at  work  in  cargo  handling.  Dockside 
and  warehouse  activities  of  the  crew 
are  also  included. 

Sports    Film    List    Available 

.\  full  list  of  nearly  800  Sports  &: 
physical  Education  Films  is  a\ail- 
able  at  onh    50c.    Order  now. 


ARITHMETIC 
A    Study    of    Fractions    Series—  ( 1  1 

filmstrips)  S33.25  per  series,  includ- 
ing test  sheets  and  manual.  Photo 
S;  Sound  Productions,  116  Natoma 
St.,  San  Francisco,  Calif. 

Intermed.,  Jr  HS;  Arithmetic 

•  .\n  integrated  visual  and  test  pro- 
gram covering  the  meaning  and  use 
of  fractions:  Titles:  Units  and  Frac- 
tional Parts:  Multiple  Fractions— Nu- 
?nernlor  and  Denominator;  Compar- 
ing Fractions— .4dding  and  Subtract- 
ing; Multple  Fractions  —  Improper 
Fractions;  Improper  Fractions  (cont.) 
—  Mixed  Numbers:  Reducing  & 
Changing  Fractions:  Changing  Frac- 
tions to  a  Common  Denominator 
(Parts  I  c-  2):  Multiplying  Fractions: 
Dividing  Fractions:  Reciprocals  — 
The  Rule  of  Division. 

Using  Numbers  Series— (16  film- 
strips)  B&^Y  $43  per  series;  Encyc. 
Britannica  Films,  1150  AVilmette 
.\vc.,  ^ViImette.  111. 

Primary:   Arithmetic.   Eng-.   Lang;. 

J-  Arts 

•  B\  stimulating  children  to  use 
iniml)ers  in  actual  life  situations, 
this  Ki-strip  series  teaches  the  mean- 
ing, sequence,  and  use  of  numbers 
from  1  to  100,  providing  basic  ma- 
terial lor  the  child's  earliest  number 
experiences  in  school.  Each  strip  is 
a  single  lesson,  and  contains  six 
initial  frames  for  the  teacher  with 
suggestions  for  most  efFecti\e  use  of 
the  material. 

ANIM.\LS 

Animals     Round     the     World—  (45 
frames)    Color,   $5.00,   Popular   Sci- 
ence Pub.  Co.,  353  Fourth  Ave.,  New 
^ork  10,  N.  Y 
Intermed;  Sci. 

•  For  3rd  and  4th  grade  science,  the 
filmstrip  is  in  story  form  with  origi- 
nal photographs,  paintings  and  draw- 
ings sho^ving  animals  in  natural 
habitats.  .\nswers  the  questions: 
From  what  parts  of  the  world  do 
animals  come?  How  are  the\  |>rotcct- 
ed  against  enemies?  How  clo  they 
help  man? 

Horses    on     a     Farm—  (23     irames) 
B&W.   .$3.  Trindl-King,  123  S.  Bowl- 
ing Green  Way,  Los  .\ngeles  24,  Cal. 
Prim:  Lang.  Arts.  Read.  Readiness. 

•  Habits  of  the  horse,   teaches  chil- 


dren love  for  animals  and  shows 
them  how  necessary  they  are  for 
the  well  being  of  people. 

THE   FARM 
On  the  Farm  With  Tom  and  Susan 

Series- (6  filmstrips)  $18  per  series; 
S3.00  per  strip.  Popular  Science  Pub. 
Co.,  353  Fourth  .\ve..  New  York  10, 
N.  Y. 

Prim;  Sci. 

•  This  series  reveals  and  explains 
scientific  phenomena  while  follow- 
ing the  adventures  of  two  primary 
age  children  on  a  typical  small  farm. 
Titles:  Visiting  The  Farm,  Animals 
and  Their  Young.  How  Plants  Live 
and  C.rira'.  .-inimal  Homes,  Tools  and 
Simple  .Machines,  Science  Rei'icw. 

Mother    Hen- (15     frames)      BK:W. 
S3.      Irindl-King,     123    S.    Bowling 
Green  AVay,  Los  Angeles  24,  Calif. 
Primary;  Lang.  Arts,  Read.  Readi- 
ness. 

•  .V  complete  story  from  the  time 
Mother  Hen  sits  on  the  eggs  until 
the  baby  chick  is  hatched,  with  ex- 
planatory sentences  easy  enough  to 
lasrinate   the   first  grade. 

GEOGRAPHY 

Economic  Geography  Slide  Series— 

(20   slides)      Color.  '$7.50   per   set; 

Young    .\merica    Films.    18    E.    41st 

St.,   New   York    17. 

]r,    Sr    HS;    Social    Studies,    Eco- 
nomics, Geography.  Commerce. 

•  Each  slide  a  geographical  map  of 
the  U.  S.  showing  the  location  and 
distribution  of  a  particular  natural 
resource,  commodit),  or  arterv  of 
trade  (e.g.  corn,  wheat,  water  pow- 
er, air  routes,  etc.) . 

CIVICS  and  HISTORY 
Discovery  &  Exploration  of  Amer- 
ica Series— (8  filmstrips)  $24  per 
series;  ,S3.00  per  strip.  Popular  Sci- 
ence Pub.  Co.,  353  Fourth  Ave.,  New 
York  10,  N.  Y. 
Intermed;  Hist. 

•  Fells  the  story  of  America's  early 
explorers  in  narrati\e  form.  Maps 
are  used  to  visualize  important  geo- 
graphical concepts.  Titles:  The  Age 
of  Discovery,  The  Story  of  the  Vik- 
ings, How  Columbus  Discovered 
America,  Cortez  Conquers  Mexico, 
The  Golden  Age  of  Spanish  Discov- 

(  C  O  NT  IN  I-  E  D       ON        PAGE       36) 


32 


SEE     &     HEAR 


WE      PAUSE      TO      SALUTE 


(CONTlNLtD     FROM     PAGt     KIGHT) 

active  leader  in  workshop  actixities, 
group  discussions  and  ioruni  pro- 
grams in  addition  to  his  featured 
talks  to  teacher  and  adniinistiaior 
audiences  around  which  such  con- 
leieiices  are  built.  At  each  of  these 
sessions  he  works  for  many  hours  in 
personal  and  grouj)  consultations 
lasting  from  morning  through  late 
e\ening.  The  strain  of  such  constant 
labor  and  concentration  is  well 
known  to  those  who  iiave  attended 
such  professional  gatherings. 

The  hundreds  of  testimonial  let- 
ters which  follow  his  appearances 
are  ample  testimony  to  the  \alue  of 
his  efforts.  But  they  can  ne\er  tell 
the  real  story  of  the  physical  toil  and 
trials  which  five  years  of  constant 
irasel  on  trains,  planes,  steamers, 
Ijiisses  and  by  every  type  and  vintage 
of  pri\ate  \ehicle  have  made  neces- 
sar\.  Vou  cannot  mcnsurc  such  mi- 
stinting  effort. 

Hut  you  get  the  stor\  on  what 
C;.  R.  Crake's  talks  and  consulta- 
tions have  meant  in  U.  S.  school 
s\ stems  through  such  words  as  these 
from  Rita  Hochheimer  in  charge 
of  visual  instruction  for  New  York 
City"s  schools; 

"There  is  no  question  that  his 
assistance  at  our  meetings  is  of  such 
a  iiigh.  professional  calibre  that  it  is 
inxaluable  in  helping  us  to  put  over 
our  program.  Each  meinber  of  my 
staff  is  conscious  of  this  and  joins 
me  in  this  expression  of  apprecia- 
tion. Many  of  our  principals  and 
teachers  ha\e  also  expressed  the 
same  feelings.  .  ." 

Vou  hear  it  from  the  other  side  of 
America  in  this  note  from  the  Uni- 
\ersit%  of  Nevada  at  Reno  in  which 
Dean  F.  AV.  Traner  writes: 

"Our  staff,  our  students,  and  the 
Reno  and  Sparks  Public  School 
teachers  who  heard  him  all  received 
stimulation  to  encourage  the  more 
extended  use  of  audio-\isual  aids  in 
classroom  teaching.  We  found  to  our 
great  pelasure  that  Mr.  Crakes  was 
as  highly  educational  in  his  view- 
point as  we  were  .  .  .  we  wish  to 
thank  the  De\'ry  Corporation  and  to 
express  in  this  way  our  hearty  com- 
mendation of  the  excellent  contri- 
bution it  is  making  through  Mr. 
(brakes  to  the  cause  of  better  teach- 
ins;  throue;h  audio-xisual  aids." 


1  lie  South  knows  him  and  his 
good  works,  too,  as  James  Caldwell, 
super\isor  of  visual  aids  at  the  Uni- 
\ersit\  of  .Alabama  will  attest: 

"We  consider  Mr.  Crakes'  efforts 
\ery  stimulating  to  our  groups  here 
in  .Mabama.  He  did  a  grand  job  and 
I  believe  he  helped  the  teachers  ol 
DeKalb  County  get  an  enlarged  pic- 
ture of  the  possibilities  of  projectetl 
teaching  aids  in  our  schools." 

The  file  of  letters  like  these  bulges 
l)ut  the  text  and  the  feelings  ex- 
pressed are  much  the  same.  .\s  Ca- 
niilla  Best,  one  of  the  well  known 
jjersonaliiics  of  the  a-\  field  and 
head  of  the  Division  of  .Vudio-X'is- 
ual  .\ids  of  the  New  Orleans  sdiools 
wrote: 

".  .  .  great  interest  in  visual  edu- 
cation was  immediaielv  established 
by  the  simple,  tlirect,  and  friendh 
wav-  in  which  he  spoke  .  .  .  he  has  a 
ileep  knowledge  of  the  true  use  of 
visual  aids  in  a  classroom  and  the 
rare  facultv  of  explaining  it  in  terms 
which  everyone  can  understand  and 
|jut  in  practice." 

Ihat  perhaps  sums  up  the  most 
important  angle  in  this  pattern.  For 
the  great  underlying  change  which 
has  to  take  place  in  our  educational 
use  of  audio-visual  materials  is  to 
bring  them  into  the  classroom. 

His  work  goes  on  through  the 
spring,  summer,  fall  and  winter.  Re- 
ports of  his  visits  and  of  the  enthusi- 
astic reception  accorded  them  drift 
back  to  use  through  countless  clip- 
pings from  such  far-scattered  places 
as  \'ancouver,  Marin  County,  Texas, 
Sheboygan,  \Vis.,  Gardner,  Mass. 
and  Tacoma,  Wash.  Between  trains 
and  planes,  however,  he  manages  to 
write  tor  a  dozen  publications  and 
to  edit  the  useful  series  of  service 
bulletins  issued  by  his  sponsor.  His 
film  list  classifications  in  the  social 
sciences  have  been  among  the  most 
useful  of  these  but  others  in  constant 
demand  include: 

"Suggested  Bibliographv  on  the 
Use  of  Motion  Pictures  in  Educa- 
tion," Suggestions  for  Organizing 
tion,"  "Suggestions  for  Organizing 
Student  Operators  Club  for  the  Pro- 
jected Teaching  .-^ids  Department," 
"Suggestions  for  Organizing  a  Func- 
tioning .\udio-\'isual  Teaching  .\ids 
Department."   and   "Suggestions   for 


W.  C;.  DiA'kv .  Chicago  projector 
inaiuifacliirer  who  sponsors  Mr. 
Crakes'  consultant  activities. 

L'tilizing  Motion  Pictures  in  the 
Classroom." 

One  of  the  lesser  known  sides  to 
this  public  service  program  and  yet 
of  great  significance  to  education,  is 
the  series  of  jjublic  luncheon  and 
ilinner  gatherings  he  has  addressed 
from  coast  to  coast.  As  a  former  Rot- 
ary Club  president,  Mr.  Crakes  has 
been  welcomed  by  local  Rotary 
groups  and  bv  countless  other  serv- 
ice clubs  and  organizations  to  whom 
he  talks  about  the  importance  of  the 
audio-visual  contribution  lo  our 
school  children. 

Down  this  road  of  service  and  safe 
counsel  which  he  has  travelled  for 
hall-a-decade.  there  are  milestones 
which  mark  real  progress  for  all 
phases  of  audio  and  visual  materials. 
He  has  placed  them  there  for  the 
guidance  of  all  of  us.  • 

*         *         * 

Film    Treatment  Service  Now 
Offered  Direct  by  Peerless  Corp. 

♦  Peerless  Film  Processing  Corpora- 
tion is  now  offering  their  film  treat- 
ment direct  to  customers  in  amateur 
and  non-theatrical  fields.  The  vac- 
uiim-vaporating  process  which  ex- 
tends useful  film  life  was  formerly 
offered  through  the  \'aporate  Com- 
panv. 

Treatment  before  projection  has 
proved  highly  effective  in  reducing 
the  possibilitv  of  damage  to  film  dur- 
ing the  first  few  runs  and  postpones 
the  appearance  of  scratches  and 
"rain."  For  information  and  new 
]}rice  lists  write  direct  to  the  Peerless 
Corporation,  165  W.  46th  St.,  New- 
York    19,   N.   V. 


M  A  Y 


JUNE     •     19  4  8 


33 


The  Pulse  of  the 


AUDIO-VISUAL 
MOVEMENT 


By  C.   R.   Crakes 

EduKitioiuil    Coiisultinil. 
The  DpJ'ry   Corporation 


AS  A   PARTICIPANT  in   audiovisual   aid   con- 
ferences all  over  North  America,  I  have  heard 
^teachers  ask  again  and  again,  what  I  consider 
the    iiinnber   one   question    in    aiidio-\isual    education. 


"WHERE  MAY  WE  SECURE   GOOD  AUDIO- 
VISUAL   TEACHING    MATERIALS?" 


The  intense  interest  in  this  particular  problem  is  a 
very  optimistic  sign  that  the  classroom  teacher  is  \  itally 
concerned  in  the  new  audio-visual  teaching  materials 
which  can  assist  them  in  preparing  youth  for  effective 
citizenship  in  this  atomic  age. 

What  are  some  reasonable  answers  to  this  pertinent 
question?  I  believe  that  the  demonstration  method  of 
teaching  various  techniques  of  utilizing  audio-\isual 
aids  is  most  effective. 

I  suggest  four  specific  steps: 

1.  The  teacher  must  be  thoroughly  familiar  with 
the  materials  through  preview,  must  have  carefully 
planned  the  lesson,  and  must  have  available  those  tools 
deemed  necessary  for  the  particular  teaching  situation. 

2.  The  class  must  be  prepared  for  the  use  of  the 
material.  Students  should  be  encouraged  to  ask  ques- 
tions about  the  topic  which  they  hope  will  be  partly 
or  fully  answered  through  the  use  of  the  audio-visual 
medium.  The  teacher  should  set  up  the  objectives,  ex- 
plain why  the  topic  is  being  taught,  and  make  clear 
the  reasons  why  a  particular  type  of  material  is  being 
used.  In  this  period,  the  teacher  should  create  in  the 
minds  of  the  pupils  a  powerful  desire  to  learn. 

.3.  The  materials  should  be  u.scd  under  the  best 
physical  conditions  available  in  the  school. 

4.  A  post-showing  discussion  period  should  be 
provided   during  ^vhich,   through   the   use  of  vitalized 


classroom  discussion  activities,  the  teacher  will  attempt 
to: 

a.  Clear  u\)  an\  misunderstandings  or  misconcep- 
tions concerning  the  topic  which  mav  be  in  the 
minds  of  the  pupils. 

b.  Give  sufficient  opportunity  for  pupils  to  discuss 
some  of  the  pertinent  facts  which  thev  have  learned 
through  the  use  of  the  audio-\isual  aids. 

c.  Discuss  the  unanswered  cjuestions  still  in  the  minds 
of  the  pupils. 

d.  Guide  interest  aroused  in  the  topic  toward  the 
usual  classroom  teaching  materials  available  to 
pupils  in  the  classroom. 

c.    If  necessary,  re-show  the  materials  and  re-teach. 

The  writer  believes  that,  with  this  general  pattern 
of  teaching  procedure  set  up  throughout  North  Amer- 
ica, wc  will  see  a  steadv  impro\ement  in  the  use  of 
audio-\isual  materials.  Through  normal  e\olutionary 
processes,  these  techniques  will  be  refined  and  improved. 


"HOW  CAN  I  EFFECTIVELY  USE  AUDIO- 
VISUAL TEACHING  MATERIALS  IN 
MY   ACTU.\L   TEACHING   SITU.\TION?" 


•k  This  cjuestion  quite  naturally  follows  the  first.  Here 
again  the  last  two  or  three  years  have  pro\  ided  us  with 
a  more  optimistic  answer  than  at  any  previous  time. 

It  has  been  my  pleasure  to  meet  and  considt  with 
approximately  forty  producers  of  audio-visual  teaching 
materials.  I  find  not  only  an  increasing  amount  of  ma- 
terials being  jnoduced  but  a  very  conscious  effort  being 
made  to  correlate  these  materials  closely  with  the  curric- 
ulum of  our  schools.  The  majority  of  producers  of 
classroom  materials  now  consult  with  teachers  before 
materials  are  produced.     Many  companies  have  these 


34 


SEE     &     HEAR 


collaborators  suggest  the  sequence,  length,  and  actual 
iiunibcr  of  scenes  needed  lor  a  particular  topic.  The\ 
also  carefully  check  the  xocabulary  used  bv  the  com- 
mentator. Xow  with  an  increasing  supply  of  raw  mate- 
rials, combined  uith  the  ever-growing  demand  for  more 
teaching  aids,  we  will  see  a  steaih  How  of  excellent 
teaching  materials. 

In  addiiion  to  professional  producers,  I  note  a  grow- 
ing u  iKlcniA  on  the  part  of  several  institutions  of  high- 
ei  k-.irning  to  set  up  pioduction  programs  loi  those 
materials  which  are  more  or  less  local  or  sjX'ciali/ed  in 
iKiiuir.  An  example,  the  Photographic  Science  Labora- 
torv  ol  Ciornell  L'ni\ersit\.  Ithaca.  New  York,  has  out- 
lined its  ])lans  for  |)rodiicing  audio-\  isiial  materials  for 
iiistitiuions  or  individuals.  Again,  the  University  of 
Wisconsin's  Bureau  of  Visual  Instruction  and  Photo- 
graphic Laboratorx  ha\ing  assisted  in  the  production 
of  a  state  of  Wisconsin  (x'nteiuiial  dim,  "Wisconsin 
Makes  lis  Liiws,"  has  just  released  its  (ust.  completely 
produced,  30-niinute  sound,  kodachrome  (dm,  "Belief 
Schools  for  Rural  Wisconsin." 

A  third  tjuestion  often  encountered  is 


Look  to  ACADEMY  for  Only  the 
Finest  In  Educational  Motion  Pictures 


:] 


"AVHERE     MAY     WE     FIND     LITERATLRE 
ON    THE    Al  DIO-VTSIAL    MOVEMENT?" 


•k  It  is  surprising  to  find  how  man\  times  this  question 
lias  been  raised  b\  classroom  teachers.  E\idently,  much 
of  the  literature  we  have  in  the  field  has  all  too  often 
been  placed  only  in  the  hands  of  administrative  and 
Miper\isor\  officials. 

Within  the  last  twehe  months,  five  new  books  have 
been  published  in  the  audio-visual  field:  Foundations 
For  Teacher  Education  In  Audio-Visual  Instruction: 
Look,  Listen  and  Learn:  Audio-Visual  Materials  and 
Methods  In  The  Social  Studies:  Audio-Visual  Materials 
In  The  High  School:  Audio-Visual  Methods  In  Teach- 
ing* Practically  every  state  educational  association 
magazine  has  pidjlishcd  froin  one  to  five  articles  on 
audio-visual  aids  dining  the  same  period  of  time.  All 
other  professional  magazines  have  been  giving  more 
attention  to  the  movement,  and  some  excellent  articles 
have  appeared  in  such  publications  as  School  Execl- 
TivZj  N.\tio.n's  Schools,  School  Board  Jolr-nal^ 
School  Management,  Christlan  Her.\ld,  and  others. 

These  three  questions  will  to  some  extent  indicate 
the  current  trend  of  thinking  on  the  part  of  the  average 
classroom  teacher.  As  we  come  to  the  close  of  the  school 
year  of  1947-48,  there  is  every  indication  that  teachers 
of  America  are  sensing  the  increased  responsibility  be- 
ing placed  on  their  shoulders. 

The  school  year  of  1948-49  will,  in  mv  opinion, 
bring  a  tremendous  expansion  in  the  use  of  all  forms 
of  audio-v  isual  materials. 


•  "Foundations     for     Teacher     Education     in     Audio-Visual     Instruction." 

Elizabeth    Goudy   \oel  and  J.   Paul   Leonard,   Series  II — Motion   Pictures 

in    Education,    \umber    9,    Vol.    XI,    June,    1947;    .American    Council    on 

Education.    744   Jackson   Place,    Washington   6,   D.C.:    75c,   60   pages. 
"Loolt,   Listen  and   Learn."  /,.  Harry  Strauss,  J.  R.  Kidd,  .Association  Press, 

\e:r    )<itk.   l'^4'.   >^5''.  2.jS   pages. 
"Audio-Visual    Materials   &   Methods   in   the   Social   Studies."    iVilliam    H. 

Hartley    Edition;    \ational    Council   for    the    Social  Studies,    1207    I6th    St., 

.V.H  .    Washington    6.   D.    C.   $2.50,    16S    pages. 
".\udio    Visual    Materials    in    the    Hi^h    School,"    Frances    Sorene    .ihl, 

Christopher   Publishing  House,    Boston;   $2.50,    165    pages. 
"Audio-Visual  Methods  in  Teaching,"  Edgar  Dale,  Dryden  Press,  New  York, 

546  pages. 


ANNOUNCING  5  NEW  16  MM 
SOUND  MOTION   PICTURES 

Keyed  to  Basic  Requirements  of  the  School  Curriculum 
Natural  Color  or  Black  and  White 


•  FREIGHTER    IN    PORT    —Actual    scenes    and    an! 

ma'ea  diag'^:^-'.  e-r  ,^  n  various  parts  of  &r\  ocean  freighter 
— unloading  and  loading  foreign  and  domestic  cargo  and 
other   ship   and   doclt   activites   In    preparation   for   sailing. 

•  FREIGHTER  AT  SEA_Keyed  to  develop  a  consci- 
ousness of  world  trade  importance,  this  sequel  to  "Freighter 
In  Port"  shows  operation  of  cargo  ship  at  sea.  duties  of 
personnel,  navigation  Instruments  including  radar,  safety 
devices,  etc.  Animated  maps  explain  Important  ocean  routes. 
Both   films   desiqnpd   fc  3'-d   *^ru   7th   grades. 

•  STATE  LEGISLATURE  —Filmed  during  session  of 
Legislature,  this  picture  shows  detailed  procedure  of  legis- 
lative branch  of  our  State  government  In  the  passage  of  a 
State  law.  It  follows  a  bill  from  Its  origin,  step  by  step,  as 
It  is  passed  by  the  Assembly,  concurred  in  by  the  Senate 
and  signed  by  the  Governor — then  challenged  and  reviewed 
by  the  State  Supreme  Court,  For  upper  grades,  Junior  and 
Senior    H'ah      U'i;ve'"s'*>'    ard    adu!*, 

•  MISSISSIPPI  RIVER  (Upper  River)  —The  story  of 
America's  greatest  river,  from  Its  source  to  Its  central  sec- 
tion near  St.  Louis,  showing,  by  actual  scenes  and  animated 
maps,  Its  use  by  industry  and  agriculture  for  power  genera- 
tion and  transportation,  Its  control  by  dams  and  locks.  Its 
drainage  area  and  principal  tributaries  and  the  cities  of 
Minneapolis   and    St.    Louis. 

•  MISSISSIPPI     RIVER   (Lower  River)   —From      mouth 

of  Ohio  River  to  Guit  oi  Mexico,  this  film  features  Indus- 
tries, vital  river  transportation  of  goods  and  farm  products, 
dramatic  scenes  of  disastrous  floods,  flood  control,  levee 
construction,  sandbagging,  dredging — and  the  river  ports  of 
Memphis  and  New  Orleans.  Both  films  designed  for  Inter- 
mediate grades  and  Junior  hllgh. 

•  Previous  releases  of  high  merit- CIRCUS  PEOPLE  and  Its 
companion  film  CIRCUS  ANIMALS,  for  primary  grades; 
WATER  SUPPLY  for  upper  grades  and  Junior  High  Science 
classes. 

Write  for  more  complete  descriptive  material.  Pre- 
view  prints  will  be  supplied  to  responsible  educators 
interested  in  film  purchase. 


ACADEMY 

Ji£mA 


844   Seward    Street     •     Hollywood    38,    California 

NtEMBLR    OF    ALLIED    INDEPENDENT    PRODL'CERS 

Produced  under  direction  of  James  A.  Larsen 


MAY     "-JUNE     •     1948 


35 


FILMSTRIPS    aiKl    SLIDES 


FILMSTRIPS  iUt 
;t««^  TEACH' 


THE  LITTLE  STAR 
THAT  GOT  LOST 

"THEMiGHTY' 
HUNTERS 

A  CATHtPRAL  FILM^TRIP^ 


CMHlPtM  nlMilW 


-WE 

'       ELF 
^    BIKE 

Behavior] 


.  A  I 

'•' CATHtri;«| 

■§"   THE 
LITTLE  CLOUD 

,  CATHEDRAL  FILMSTRIfJ 

SCHOOL 
SERIES  FILMSTRIPS 

FILMSTRIP  with  manual $5.00 

FILMSTRIP  with  record $7.50 

Write  for  descriptive  folder      SH5 

ICathedrd^ilnis 

1970   CAHUENGA    BOULEVARD 
HOLLYWOOD    28.   CALIFORNIA 


Coming   Editorial 

Events 

♦   III  ihf  ,S 

tpteiiiber  issue  wc        | 

biing    yoii 

the    first 

of     two 

iiiiicles    bv 

Merle    W 

imnier: 

Brltpr   Plamiing   and 

Princi- 

pies  f>f  Film 

Organizat 

ion  and 

Utilizalion. 

Also    an 

inipor- 

taiit  series  on  T cache) 

Train- 

ing  in  A-V 

Ulilizalint 

(CO.NTI.NLED       FROM       P.^GE       52) 

ery,  The  English  "Sea  Dogs,"  The 
Founders  of  Xew  France,  and  A  Re- 
view of  the  Discovery  and  ExjAora- 
lioii  of  the  Xew  World. 

Community  Helpers  Series— (6  film- 
strips)  $18  per  scries:  S3. 00  per  strip; 
Popular  .Science  Pub.  Co.,  353  Fourth 
Ave.,  New  York  10,  N.  Y. 
Prim:  Soc.  Studies 

•  riiis  series  shows  the  activities  of 
firemen,  policemen,  communication 
workers,  transportation  workers  and 
storekeepers. 

Intergioup  Relations  Series— (8  film- 
strips)  B&W.  .Sale,  .'S24  per  series, 
53  per  strip.  Film  Publishers.  Inc.. 
25  Broad  St.,  New  York  4. 

Jr,  Sr  HS,  Col;  Social  Studies, 
Cix'ics,  Sociology,  Problems  of  De- 
mocracy. 

•  Series  presents  materials  and  iiieth- 
otls  lor  individual  and  group  action 
aimed  toward  eliminating  intolei- 
ance  in  the  community  and  the  na- 
tion. Shows  that  the  best  way  to 
insure  our  own  personal  happiness 
and  maintain  our  heritage  of  demo- 
cratic freedoms  is  to  treat  our  neigh- 
bors with  respect  and  consideration. 
Individual  titles:  Hoxv  To  Be  Hap- 
py and  Free:  TJo  Secure  These 
Rights:  Free  To  Be  Different  (for- 
merly titled  .American  Counter- 
point): Foreivard—All  Together:  The 
House  of  God  (how  Americans  of 
3  different  faiths  are  free  to  worship 
in  different  ways);  American  Reli- 
gious Holidays  (explaining  the  holy 
days  of  the  3  major  American  faiths): 
It's  Up  to  You:  and  Man— One 
Family  (based  on  the  British  mo- 
tion picture  by  Julian  Huxley). 

One  Nation  Series—  (5  filmstrips) 
B8.AV.  Sale,  §12.50  per  series,  S3  per 
strip.  Film  Publishers,  Inc.,  25 
Broad  St.,   New  York  4. 

Jr,  Sr  HS.  Col:  Social  Studies, 
Civics,  Sociology,  Problems  of  De- 
mocracy. 

•  Based  on  the  book  of  the  same 
title  (published  b)  "Look"  maga- 
/-ine)  telling  of  the  problems  faced 
by  .America's  minority  groups  as 
they  move  up  or  down  the  social 
scale,  depending  on  their  oppor- 
tunities. Indi\idual  titles:  The 
Spiral  of  Social  Change;  Early 
.Americans;     The    .American    Negro: 


Faoju  Raus:  and  Culture  and 
Creed. 

PEOPLE 

Eskimos  Of  Alaska,  (4  strips) 
Color.  $3.95  ea!;  $13.40  set.  Cur- 
riculum Films,  Inc.,  Jam  Handy 
Organization,  2821  E.  Grand  Blvd., 
Detroit    11,    Michigan. 

Prim.:  Eng.,  Soc.  Studies. 
•  Four  filmstrips  explaining  in  de- 
tail the  year-round  life  of  the  Eski- 
mos at  Unalakleet,  Alaska.  Shows 
daih  life,  including  food,  shelter, 
clothing,  occupations,  and  amuse- 
ments. Primary-grade  vocabulary 
level.  For  social  studies  and  supple- 
mentary reading.  Titles;  (1)  Sum- 
mer Days;  (2)  Hunting  and  Fishing 
in  Summer;  (3)  Winter  Days;  (4) 
Hunting  and  Fishing  in   Winter. 

PHYSIOLOGY 

The  Human  Body  Series— (8  film 
strips)  B&W.  Sale,  $21.60  per  series, 
$3  per  strip.  Encyclopaedia  Britan- 
nica  Films,  1150  Wilmette  Ave., 
Wilmette,  111. 

In  termed.,    Jr    Sr    HS;    Gen    Sci., 
Biology,  Physiology. 

•  Strips  are  adajsted  from  EBFilms' 
classroom  motion  picture  series  on 
human  biology,  and  can  be  used  as 
separate  teaching  units  or  in  con- 
junction with  films  of  the  same  titles. 
Each  strip  co\ers  its  subject  bv 
means  of  photographs,  meaningful 
drawings,  and  excellent  midopho- 
tography.  Individual  titles:  The 
Heart  and  Circulation;  Digestion  of 
Foods;  Foods  and  Nutrition;  The 
Eyes  and  their  Care;  The  Teeth; 
Care  of  the  Feet;  Body  Defenses 
Against  Disease;  and  Reproduction 
Among  Mammals. 

READING 

All  Aboard  the  Punctuation  Ex- 
press Series—  (6  filmstrips)  Color; 
$30  per  series:  $5.  per  strip.  Po]nilar 
Science  Pub.  Co.,  353  Fourth  Ave., 
New  \ork  10,  N.  Y. 
/)■  HS;  Lang.  Arts. 

•  Cartoon  characters  represent  each 
basic  punctuation  mark.  Titles  are: 
Presenting  The  Comma,  Part  I,  Pre- 
senting The  Comma.  Part  II.  The 
Loose  Part  of  the  Sentence,  Present- 

(  C  O  N   r  I  N  U  E  D      ON      PAGE      38) 


36 


SEE     &     HEAR 


Athletic  Institute  Films: 


(C:ONTlNLED      PROM       PACK       TWELVE) 

productions  may  be  somewhat  longcr 
or  sliorier  clependin;^  on  the  sport 
covered.  All  subjects  will  be  pro- 
duced in  botii  black-and-white  and 
color  \crsions.  and  will  be  available 
with  or  without  the  records.  In  the 
case  of  Beginning  Tennis,  costs  range 
fromS10.50  (B&\V,  silent)  to  S29.75 
(color,  sound).  Additional  "ijocket" 
\ersions  of  each  series  will  he  made 
a\  ailable  for  distribution  to  students, 
and  in  keeping  with  the  .\thletic 
Institute's  non-profit  policy,  they  will 
he  ottered  at  actual  cost.  The  set 
of  five  reproduced  from  the  tennis 
films  are  priced  at  20c  per  set,  in 
cjuantities  of  not  less  than  five  sets. 
Under  the  Institute's  comprchen- 
si\e  plans  for  production,  no  acti\ii\ 
will  be  omitted  from  the  program. 
Opderbeck  estimates  that  25  to  30 
complete  subjects  are  possible  during 
the  next  five  years.  As  the  Beginning 
Sports  Series  nears  its  close,  the  cycle 
^\ill  be  repeated  with  an  Ad\anced 
Instruction  Series  covering  the  finer 


Coi'crs  and  Sample  Paiies  jiom    manuals   in    tlie  "Beginning   Tennis  '  Series. 


points    and    technicalities    of    each 
subject. 

Ihe  next  few  months  are  to  be 
s|jent  in  organizing  administrative 
matters,  making  special  film  tests  in 
collaboration  with  the  Institute's 
producers,  subject  matter  research, 
and  in  scripting.  By  early  fall  the 
production  ]3rograni  will  be  in  fidl 
swino.  \\hile  it  has  been  announced 


as  a  fi\e-\ear  project,  all  appearances 
indicite  that  it  will  \)c  canied  far 
lje\ond  that  period. 

Readers  who  would  like  to  be 
placed  on  the  Insiitiue's  mailing  list 
to  rccei\e  annoiuuements  of  new 
subjects  as  they  appear  should  write 
directly  to  the  .Athletic  Institute, 
Film  Department,  209  S.  State  St., 
Chicasjo  },  111. 


the  easiest  to  use  proiector  ever  ! 


will  not  tear  film 

•  easy  to  thread 

•  easy  to  frame 

•  easy  to  clean 

•  instant   5-second 
threading 

•  from  strip  film   to 
slides  and  back 


PlIL  HOEFLER 
PRODI  fTIO,\S 


.y, 


tciett 


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2"  wide  angle  lens  shows 
12"  to  10  foot  images! 


Insert     S"     set— makiBg 
long-throw    proiector! 


PAUL  HOEFLER  .  .  . 

F  R  G  S  .  explorer, 
nafucolist,  author, 
lecturer,  producer 
of  "Africo  Speoks" 
and  other  notable 
motion    pictures 


ACTUALLY    2    PROJECTORS    IN    1        COTTON 

„  I    .  .  .  L-  Picking     &     Ginning 

Your   complete,  easy-to-carry,    easy-fo-use  combi-  ,,      ■      „r »» 

,    7  ,'.-,.        .  f   X    -^  "    niin— $75.00 

nation   slide  and  strip  film    pro|ection  outfit!  You  Color-sound 

get  bright,  clear  pictures— even  in  daylight!  Opti- 
cally perfect,  exclusive  aspheric  condenser  system! 
Tests  prove  Viewlex  150  Watt  Projector  gives 
greater  screen  brilliance  than  other  300  watt  pro- 
jectors! From  every  angle  — for  all  your  require- 
ments, the  Viewlex  AP-1C  is  the  finest  projector 
value  obtainable 
Write    for    complete    information!    Dept.      SH5 

35-01    Queens   Boulevard,     Long  Island  City  1,  N.  Y. 


MEXICAN 

POTTERS 

Clay     Art     in     Old 
Meiico 

II    min.— $75.00 
Color-sound 


Ever  since  Paul  Hoefler  produced  the 
first  l6mm  color  and  sound  motion 
picture,  his  work  has  been  distin- 
guished for  photographic  excellence, 
high  sound  fidelity  and  accurate,  in- 
teresting presentation.  Preview 
prints  of  current  releases,  in  /«//  col- 
or and  sound,  are  available,  charges 
prepaid.  Print  prices  include  reels 
and  cans. 


The  story  of  cotton  from  hanest 
to  mill,  .\uthoritative  treatment 
of  the  subject  is  assured  through 
the  technical  advice  supplied  bv 
the  National  Cotton  Council  of 
\nicrir;i.   Memphis,  Tcnn, 


1  ins  iiiluiful  piiiduaiim  >lu)u>  .i 
wax  of  life  still  found  in  the 
smaller  towns  and  villages  of  Mex- 
ico, where  the  home  craftsmen 
pl\  iheir  trade  as  thcv  have  for 
fenerations. 


PAUL  HOEFLER  PRODUCTIONS 

los  Angeles  36,  Col.forn.a 


Charter    Member  —  Allied    Independent    Producers 


.M  .V  \      •     JUNE     •      1948 


37 


RECORDISC  recording  blanks 
offer  perfeci  fidelity  of  reproduc- 
tion through  the  widest  sound 
ranges,  giving  a  performance  that 
is  truly  professional.  For  this, 
RECORDISC  rates  "A".  And  for 
providing  this  professional  qual- 
ity and  performance  <i/  half  I  be 
cost  of  a  professional  recording 
blank,  RECORDISC  rates  ■■A+". 

Send  today  for  the  complete 
RECORDISC  catalogue. 


395  Bfoodwoy,  New  rorfc   13,  U.  Y. 


NEWFILMSTRIPS      O 


(CON  IlMKl)        KkOM        I'AGK       3  fi ) 

i?)g  llif  Apostrophe,  Presenlmg  the 
Colon,  Semicolon  and  Dash,  and 
Presenting  Qiiotation  Marks. 

English  Filmstiips  Series—  (50  iranics 
each)  Rental,  §2.00  ])er  strip  for  the 
first  day,  S.50  lor  each  additional 
day,  E.  L.  Morthole,  2216  Greenwood 
.\\c.,   Evanston,  111. 

/)•,  Sr  HS,  Col.  .Idiill:  Eng. 

•  This  series  includes:  Robert  Burns: 
Stratford-on-At'on:  Cambridge.  Uni- 
Tersily  and  Town;  English  Lake  Dis- 
trict: Lady  of  the  Lake;  Central  Lon- 
don. Parliament,  VV'estminster  Ab- 
bey, Buckingham  Palace,  etc.;  Parts 
of  London,  Pall  Mall,  Trafalgar 
.Sc]iiare,  Kew  Gardens,  etc.:  Old  Lon- 
don, Piccadilly  Circus,  Fleet  Street, 
Tower  of  London,  etc.;  Stoke  Poges 
to  Rochester,  Windsor  Castle,  Hanij)- 
ton  C^oiut  Palace,  etc.;  and  Canter- 
bury. 

Mother  Hubbard's  Slidefilm  Cup- 
board—(8  filmstrips)  Color.  .S3()  per 
series;  |am  Hand\  Organi/alion, 
2821    East  Grand   Rlvd.,   Deiroii    II. 

Primary    Gardes:    Reading   Readi- 
ness, Eng.  Lang.  Arts. 

"  A  carefully  produced  series  of  film- 
strips  designed  to  accompany  the 
"Mother  Hubbard's  Seatwork  Clip- 
board" reading  shelf  workboats  jjub- 
lished  by  E.  M.  Hale  &  Co.,  Eau 
Clair,  Wis.  Purjjose  of  the  series  is 
to  stimulate  and  hold  the  interest 
of  the  young. 

A  Tale  of  Two  Cities—  (English  Lit- 
erature Kit  of  Filmstrips  and  rec- 
ords) Complete  kit:  S12.50;  Film- 
strip  series  alone,  S7.50;  .■\lbinn 
alone,  $5.00;  Po]3ular  Science  Pub. 
Co.,  353  Fourth  Ave.,  New  York  !0, 
X.  Y. 

/)■.  S)  HS:  Eng.,  Lit. 

•  .\  complete  audio-visual  interpre- 
tation of  Dickens'  classic  to  be  used 
in  (onjimciion  \\iiii  textbooks.  3 
black-and-white  libnstri|js  of  stills 
from  the  M-G-M  pictine.  Titles  are: 
Plot  Study,  Character  Study,  and 
Historical  Background.  Album  of  2 
records  correlates  with  filmstrips. 

SAFETY 

Bicycle  Behavior,  Color.  Apjily 
Cathedral  Films,  Inc.,  1970  Ca- 
huenga   Blvd..   Hollywood  28.  Calif. 

•  W'hai  noi  lo  do  on  a  bicycle.    This 


CD 
CD 
CD 
O 

a 
o 
a 

CD 

o 
o 

CD 

a 
o 
a 
o 


FRENCH-RUSSIAN 
SPANISH-GERMAN 

FULL   LENGTH   FILMS 
With     English    Titles 

16mni  SOUNDFILM 


THE  STONE  FLOWER 
BARBER  OF  SEVILLE 
LAST  MILLIONAIRE 
IVAN  THE  TERRIBLE 

And  Many   Olher 
Distinguished  Films 


WRITE  FOR  CATALOG 


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O 
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y1  BRANDON  (W|)  FILMS  INC.  V 


1  600    BROADWAY 
NEW  YORK  19,  N.  Y. 


O 
CD 


TRAINING  YOU 
TO  TRAIN  YOUR  DOG 

The  Accepted  Method 
of  Obedience  Training 

BASED    ON    THE    BOOK    OF    THE    SAME    TITLE    BY 
BLANCHE    SAUNDERS 

PUPPY 
TROUBLE 
—  20  Minutes 

Helen  Hayei  & 

Lowell   Thomas, 

Narrators 


BASIC 
OBEDIENCE 
INSTRUCTION 
—  32  MInufes 

Lowell  Thomas, 
Norrotor 


ADVANCED 
OBEDIENCE 
INSTRUCTION 

—  27  Minutes 

Lowell  Thomas, 
Narrator 


Three  16inm  Sound  Films  in  Color  or 
Black  and  White 

Blanche  Saunders,  Director; 
Louise  Branch,   Prociucer  &  Photographer 

United  Specialists,  Inc. 

America's   Foremost  Producer   of   Dog   Films 

PAWLING    •    NEW   YORK 


38 


SEE     &     HEAR 


is  a  "must"  for  ever)  school  in  the 
coumrv.  A  series  of  8  will  soon  be 
;!nnounced. 

Sing  A  Song  of  Safet\  Kit— (5  film- 
strips.  2  12-inch  recordings,  book 
"Sing  A  Song  of  Safety.")  Complete- 
kit:  S22.25:  Filmstrips,  S15^  .\lbum. 
S6.  Book.  SI. 25.  Popular  Science  Pub. 
Co..  353  Fourth  Ave..  N.  Y.  10,  X.  V. 
Prim;  Safety 

•  Filmstrips:  Hou-  To  Have  Fun, 
Hon-  To  Act  Safely,  Goofy  Things 
To  Do,  How  To  Be  Careful  at 
Home,  and  How  To  be  Careful  in 
Our  Xeighborhood.  Album  contains 
2  unbreakable  records  embracing  20 
songs.  The  book  has  words  and  mus- 
ic of  all  20  songs. 

FLAT     PICTURES 

Art  Teaching  Portfolios—  j  Hat  pic- 
ture sets— 40  photographs  each)  S5 
]:er  set.  Museum  of  Modern  .\n. 
11   \V.  53rd  St..   New  York. 

/).  Sr  HS:  Art  Appreciation,  Home 
Fa  on..  Industrial  .Arts. 

•  Each  portfolio  contains  40  photo- 
graphs illustrating  the  principles  of 
modern  art  and  design  as  they  ap 
p!v  to  a  particular  field.  Photos  are 
10"xl2"  mounted  on  stiff  paper 
stock  and  backed  with  introductor\ 
text  and  label  material.  Each  set 
is  collected  in  a  permanent  card- 
Ixjard  cover  suitable  for  filing. 
Titles      include:       Useful      Objects 

(junctional  design) ,  Modern  Sculp- 
ture, Modern  Architecture,  Texture 
and  Pattern,  and  Modern  Furniture 
and  Interiors.  Other  titles  in  pre[> 
aration. 

RECORDINGS 

English  Speech  Record  Series.  Lint;- 
guaphone  Institute,  92  RCA  Build- 
ing. New  York  20,  N.  Y. 

Sr  HS.  Col,  .Adult;  Foreign  Lang.. 
Speech,  Eng.,  Clubs. 

•  .-V  wide  variety  of  subjects  is  avail- 
able on  records  produced  by  the 
Linguaphone  Institute  and  includes 
Phonetics.  Sounds  of  English,  Eng- 
lish for  Foreigners.  Pronunciphone 
Course.  British  Conversational 
Course.  Talks  on  English  Speech. 
Broadcast  English,  and  readings  in 
Poetry.  Drama.  Literature,  Hiistory, 
Oratory,  and  the  Bible,  to  mention  a 
few.  Recording  artists  include  Ra\- 
mond  Masse\.  .Archibald  Macleish. 
George  Bernard  Shaw.  Alexander 
\\'oollcott,  and  E.  E.  Cummings. 


Annoiincin 

NEW  MODEL  63LM 

• 

Underwriters'   laboratories 
Listed 

• 

Push-pull  Miniature 
Tube  Amplifier 

• 

New   Low  Price 


Write  for  com- 
plefe  detoilsand 
name  of  author- 
ized   Visual   Aid 

deoter. 


MOVIE-MITE 

J  6mm  Projector  with  DUAL  SPEED  for  Sound  or  Silent  Films 

Entire  projector  weighs  only  26  pounds  .  .  .  complete 
with  speaker,  in  one  case  only.  SxlHo^tlo^^  inches  in 
size.  Exceptionally  well  machined  .  .  .  nigged  .  .  . 
produces  beautiful,  sharp  and  steady  picture  with  un- 
beUevable  sound  movement  and  quality  for  both  voice 
and  music  reproduction. 

Being  used  for  audiences  up  to  100  people,  on  screens 
up  to  72  inches,  in  darkened  rooms.  Reel  capacity 
2000  ft.  Universal  A.C.  or  D.C.  105-120  Volt  operation. 

Commercial  model  has  small  screen  for  desk  top 
showing  .  .  .  same  new  low  price. 


iiifppp   vnuD  pvpc  Aun  pap/;  ntj  juini/ip—  uitp " 


Your  School  Needs  the  Projecfionisrs  Handbook 

Educators  Praise  this  Illustrated  Color  Manual  on  Good   Showmanship 


Craer  a  copy  toaay  o:  "he  Jo- 
page  color  and  graphic  manual 
on  good  showmanship  for  16  mm 
sound  and  35  mm  slidefilm  pres- 
entations. Step-by-step  lessons 
plus  two-color  threading  diagrams 
of  all  standard  machines.  Com- 
ments received  from  leading  edu- 


cators wr.o  r.ave  .T.aae  L.5e  or  r.he 
Projectionist's  Handbook  in  their 
audio-visual  departments  indicate 
its  value  ■for  school  use.  Take 
advantage  of  this  valuable  tool  for 
the  better  use  of  films  and  film- 
strips  in  your  school.  Order  copies 
today  at  SI. 00  eac^. 


The  Audio-Visual  Projeclionisf's  Handbook 


812  N.  Dearborn  Street 


Chicago  10,  Illinois 


M   A  Y 


J  I    N  E     •      19  4  8 


39 


F  I  L  M  S  U  G  G  E  S  T  I  0  N  5       ^^  e    See    and    Hear    INDIANS:    Continued 


for  Formal  and   Informal 
Education 

McGRAW-HILL    HEALTH     EDUCATION    SERlES 

Five  subtects  dealing  rt.rr,  good  groorr.cng, 
and    physical    and    mental    health, 

Renfal:    $5.00    each— Series    of    5:    $22.50 
McGRAW-HILL   TEACHER    TRAINING    SERIES 

Five  subjects  dealing  with  understanding 
children,  their  discipline,  and  methods  o^ 
maintaining    their    interest. 

Rental:    $5.00    each— Series    of    5:    $22.50 


YOU    AND    YOUR    FAMILY.    I    reel.  Rental:   52.00 

YOU   AND  YOUR   FRIENDS,    i    'eel.  Rental:   $2.00 

SITTING     RIGHT     (Good     Posture  for     Girls), 
I     reel.      Rental:    $2.00 


FREE  FILMS- 
SHORTEST    WAY    HOME     (Sightseeing     in    the 

U.S.A.;,    3    reels.    In    color. 
WASHINGTON— THE    SHRINE    OF    AMERICAN 

PATRIOTISM    (Historical    Capital),    2    reels. 
SCIENCE  SPINS  A  YARN   (The  Story  of  Rayon). 

2'-     'eels.    In    color. 
Over    100    other    free    films    on    many    subjects 


Hieh    Grade 

ENTERTAINMENT     FILMS 

for    all    ages    and    all    types    of    groups 


ALSO:    Sports    and    Recreation,    Travelogues, 
Music.   Social   Science,   and  many  others. 


Write    Today    for    New    1948-1949 

CATALOG    OF    SELECTED    MOTION    PICTURES 

To  Dept.   "H" 

ASSOCIATION  FILMS 

(Y.  M.  C.A.  MOTION    PICTURE   BUREAUl 


NEW  YORK  17 

347  Modiion  ftve. 

CHICAGO  3 

19  So.  Lo  lolte  SI. 


SAN  FRANCISCO  2 

3S1    turk    It. 

DALLAS  4 
3012  Mople  Avemie 


THE  FINEST  IN  16IVIIV 
EDUCATIONAL 

SHORT  SUBJECTS 

DOCUMENTARIES 


Robinson    Crusoe 

3 

Reels 

This    is    China 

3 

Reels 

Kamet   Conquered 

3 

Reels 

Way  of  the  Wild 

• 

2 

Reel* 

Life  of  the  Ant 

Reel 

A  Fish  is  Born 

Reel 

Irving    Flowers 

Reel 

Ocean  to  Ocean 

Reel 

Sponge   Divers 

• 

Reel 

SYMPHONIES 

Pogliocci 

3 

Reels 

Aida 

1 

Reel 

Rosemunde 

1 

Reel 

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Send  for  our  latest  catalog  of  MAJOR 
COMPANY  features,  serials  ond  short 
subjects. 

Exclusive   16mm  Distributors 

COMMONWEALTH 
PICTURES  CORP. 

729  Seventh  Avenue,  New  York  19,  N.  Y, 


(  C  O  N  T  1  N  L   i-  I)    I    K  ()  M    1'  .\  G  K    2  5) 

were  among  the  most  challenging  of 
acti\  ities.  The  things  which  the  chil- 
dren made  were  the  true  means  of 
discovering  whether  the\  appreci- 
ated the  culture,  the  art,  and  the  ac- 
complishments of  the  Indians. 

Here  is  an  example  of  the  order- 
liness with  which  we  approach  the 
study  of  The  Indians  of  the  De.sert: 
Activities  for  the  Unit 

1.  C^onstruction  of  models  ol  lii- 
tli.in   homes. 

a.  Making  and  decorating  a  tepee 
large  enough  for  the  children  to  play 
in. 

b.  Constructing  a  pueblo  house 
iiKJciel, 

2.  Making  paper  and  bark  canoes. 

3.  Making  Indian  costumes, 

4.  Making  bows  and  arrows. 

5.  Weaving  little  rugs  on  small 
looms.  .Shaping  and  painting  cla\ 
bowls. 

(i,      .Making  tom-toms  and  rattles. 
Correlation  With  Other  Subjects 

Language  arts: 

Oral    language:    telling   stories,   giv- 
ing reports  and  discussion. 
Written  language:  writing  stories  for 
booklet,  letters.  in\itations,  labeling 
exhibits,  etc. 

Reading:  Reading  stories,  finding 
answers,  etc. 

.\rithmetic:  Using  inch,  foot,  etc., 
in  constructing  Indian  homes,  ca- 
noes, costumes,  scenery  for  play. 
.Science:  .Study  of  trees,  wild  animals, 
directions,  wild  plants,  preserving 
food,  sending  messages,  studxing 
stiirs. 

.Music:  Learning  Indian  songs,  pla\- 
ing  tom-toms  and  rattles,  listening 
to  Indian  music. 

•Spelling:  New  and  easy  ivords  per- 
taining to  Indians, 
Physical  Education:  Plaving  Indian 
games  and  dances. 
Health:  Cleanliness,  posture,  fresh 
air  and  exercise  necessary  to  health. 
.\rt  and  handicraft:  (.\lready  de- 
scribed) 

History:  Indians  in  .\merica  at  the 
lime  of  Columbus'  discovery  and  the 
Pilgrims  Thanksgiving  Day. 

Some  of  the  most  valuable  audio- 
\isual  materials  through  which  evi- 
dences of  Indian  culture  were  trans- 
jioned  right  into  the  classrooms  of 
om-  school,  included  motion-picture 
dims,     (ilmsirips.     iiiid     pictiiie     sets. 


.Vnioiig  the  lilms  we  found  most  val- 
uable were: 

MOTION     PICTURES 

.4pache  Indian.  IGnini  sound.  11  iiiin..  Col- 
or. S7.">.  Coronet,  Glenview,  111. 
.Arid  Southwest,  silent,  15  min.,  $24,  Ency- 
clopaedia Britannica  Films,  Wilmette,  111. 
Cheeka  and  the  Caribou,  silent,  16  min., 
.Association  Films.  347  Madison  .\ve..  New 
Vork  17,  N".  V. 

Corn  Dancers,  Kimm  sound,  20  min..  Has- 
kell  Institute.  Laurence.  Kansas. 

Grey  Owl's  Little  Brother,  16mm  sound,  11 
min..  Lease,  Teaching  Film  Custodians.  2j 
W.  43rd  St..  New  York,  N.  V. 

Hopi  Indians,  Kjmm  sound,  12  min..  Color, 
S7,'),   Coronet,  Glenview,   111. 

Indian  Villages  of  .Antiquity,  16mm  sound. 
21)  min.,  S20,  Lnited  States  Department  of 
Interior,  Washingoln,  D.  C. 

Little  Indian  Weaver,  16mm  sound,  East- 
man Kodak,  Rochester,  New  York. 

Navajo  Children,  lOnim  sound,  II  min., 
S")0.  Encyclopaedia  Britannica  Films,  Inc., 
Wilmette.  Illinois. 

Navajo  Indians,  16mm  sound,  11   min.,  S50, 
Encvclopaedia  Britannica  Films. 
Navajoland  Today,  16mm  sound.  30  min., 
Haskell   Institute,   Lawrence,   Kansas. 
Pueblo   Dwellers,   silent,    16   min.,   S24,   En- 
cNclopaedia  Britannica  Films. 
People    of    the    Potlalch,    16mra    sound,    22 
min..   Color,   S150,   Film   Board   of   Canada, 
.SI   E.  Randolph  St..  Chicago  1,  Illinois, 

Proudest  .Americans,  16mm  sound,  Brandon 
Films.  Inc..  1600  Broadway.  New  Vork,  N.  V. 
Real     .Americans,     16mnr    sound,    Brandon 
Films.  Inc. 
Silent  Enemy— Hunger.  Brandon  Films.  Inc. 

35MM    FILMSTRIPS 

Indians  of  the  Southwest,  Society  for  Visual 

Education.   Inc.,    100   E.   Ohio   St.,   Chicago 

II,  111.  (S2.00) 

Indians  of  Eastern  Woodlands,  S.\'.E. 

Life  of  the  Plains  Indians,  S.V.E. 

Life  of  the  Pueblo  Indians,  S.V.E. 

STILL    PICTURES 

In  addition  to  the  above  listing, 
there  are  many  slides  available  be- 
sides whole  sets  of  pictures*  on  the 
various  tribes  of  Indians. 

Being  able  to  live  the  part  of  In- 
dians and  handling  and  making  all 
the  various  objects  helped  to  make 
the  study  a  vcrv  interesting  and  real 
one  to  the  children.  • 


*Blackletl  Indians,  24  pictures,  12-page  booklet. 
$1.00  a  set,  St.  Paul  Book  and  Stationer)  Co.,  St. 
Paul.  Minn. 

American  Indian  L'nil,  S2.50,  F.  E.  Compton  8: 
Co..  Compton  Bldg.,  1000  N.  Dearborn  St.,  Chi- 
cago  10,   111. 

Indian  Life,  21  plates  and  text,  $2.95,  Informative 
Classroom  Pictures  Publishers.  40  Ionia  .Ave..  N.W., 
Grand  Rapids  2.   Michigan. 


40 


SEE     &     H  E  .\  R 


Let's  Plav  Safe: 


ICOXTIXUED       FROM       PACE       26) 

lo  play  safeh  and  make  an  impres- 
sion which  would  su>  with  the 
children  long  enough  for  safe  habiu 
lo  dt\  elop. 

Man\  good  ideas  and  Niiggesiions 
were  presented: 

1.  The  audience,  the  children, 
must  project  ihemsehes  into  the  film 
situation:  a  natural  school  plav- 
ground  situation. 

2.  Narration  should  be  held 
down  to  a  minimum— the  emphasis 
placed  on  the  visual  storv  to  get  the 
message  across. 

3.  The  film  should  not  be  clut- 
tered up  with  detailed  safety  rules 
and  procedures.  Rather,  a  basic  se- 
lection should  be  made  of  txpical 
situations  symbolic  of  a  number  of 
others. 

4.  The  "fear"  approadi  should 
be  a\oided  eniireh. 

5.  The  jxjsitive  approach  should 
be  stressed  rather  than  the  negative. 

6.  Some  effective  means  of  follow- 
up  should  be  provided  to  help  gi\e 


Only  Through 

UNITED  WORLD  FILMS 

-   Have  You  Access  fo 
World  Wide  16mm 
Resources! 


u. 


'nited  \^orld  provide* 
one  source  to  fill  all  your 
entertainment,  instruc- 
tional, church,  commu- 
nity and  personal  film 
requirements. 

Our  Dealer-Representatives 
ihroughout  the  country  stand 
ready   to  serve  every   16mm  need. 


Se-    'D'«    22     Dei-     S5 


the  film  message  a  more  lasting  ef- 
fea. 

To  incorporate  all  these  dicck 
]x>ints.  the  film  script  was  prepared 
and  the  film  was  given  the  title  "Let's 
Pla>  Safe." 

Ready  to  go  into  production,  the 
cast  for  "Lets  Flay  Safe"  was  selecietl 
from  the  school  student  bodv.  The 
production  of  the  film  was  not  per- 
niiitc-d  to  disrupt  the  normal  school 
schedule.  For  each  sequence.  e\erv- 
ihing  was  set  up  and  ready  before 
I  he  diildren  were  called  out  of  class. 
Although  total  shooting  time  for  the 
picture  was  one  week,  no  single  child 
was  out  of  dass  for  more  than  one 
><:hool  day.  and  most  of  them  were 
out  for  only  an  hour  or  two. 

The  relationship  between  the  pro- 
ducer and  the  school  was  corapleteh 
(ordial  throughout  the  planiiing  and 
p  ro  d  u  c  t  i  o  n  period.  Each  party 
>howed  consideration  for  the  other's 
\iewpoint.  and  differences  of  opin- 
ion were  all  on  matters  of  minor  de 
tail,  easilv  settled  on  a  sive-and-take 
basis. 

.\s  soon  as  a  print  was  available  of 
the  completed  film,  a  trvout  demon 
stration  was  arranged  at  the  Los  .\r 
geles  County  teacher-training  school 
in  Whitiier.  The  film  was  presented 
to  a  class  of  21  children  in  grades  4 
to  6.  In  the  back  of  the  room  31 
teachers,  principals,  and  student 
teachers  observed  the  demonstration. 
The  demonstration  took  40  minutes, 
the  film  being  shov»Ti  twice.  The 
first  time  through  was  without  stops. 
Then,  after  a  short  discussion,  the 
film  was  shovcn  a  second  time,  stop- 
ping for  discussion  at  the  proper 
place  in  each  episode.  Not  one 
child's  attention  or  interest  wandered 
during  the  entire  40-minute  period. 

.\fter  the  children  had  been  dis- 
missed for  recess,  the  observers  were 
given  a  questionnaire  to  ascertain 
their  reaaion.  To  summarize  their 
opinions  briefly: 

97%  thought  the  film  will  actuallv 
motivate  chQdrtn  to  plav  safe. 

Over  60^^  thought  the  film  suit- 
able for  grades  1  to  8.  while  over 
94%  thought  the  film  suitable  for 
grades  3  to  6. 

84%,  liked  the  idea  of  showing  the 
film  twice,  stopping  for  discussion 
the  second  time  projected. 

100%,  favored  the  idea  of  using 
animation  to  show  the  negative  side. 

97%  thought  the  use  of  the  decals 


rW^'' 


!\eir    Classroom    Films 

GUATEMALA 

Land  of  Eterndi  Spring 
Pro^M3«e«>  growth  in  underoaoduis  <d 
■^wrrican  octcJibon:  tfaov«  rdatioialiip  bcfetn 
Ining  lubifs  of  pcoftle  and  gcocrjiphkal  enrinw- 
meBti  pkxures  cftucf  ocoipatioos  oC  people  of 
CoMi  ■  il  1  EspeculK  *«Hp«ed  for  use  ia  Social 
Sciciice  cl2«scs  in  upper  ill  ■■nil  ii  i  and  secoodart 
Kiiool^     Tvo  Tcefe    I6ma   «oand   colon 

Sale  SI 35.00,  Rental  $5.00. 

FRONTIER   FARMERS 

Prac&ts    Alaska    a^    a    *i-:     :iz  ._•::;-:.'-  np 

dimaio    and    land     ^.::.     ^  v..     r^.v     ^ 

snnp    erf    SOtfa    C-  scD««Tcd 

and  do  eloped   th-       -  -    sootJi- 

ccBCial     A^siLa.       >w....^^...^.^  ^..am^b     in 

Geoeraphr.   V.   S.  Hisxovr.  Oiici.  A^ncukurc  id 

upper     cleiDCTUan     >nd     tecoodanr  Irr^iu      Two 
reds    IGouD    souod    color: 

Sale  $135.00,  Rental  S5.00. 

FREE  CATALOGUE  READY 


OR    nic   caiaioevc-     f^m-icv    and   rental 
prints  of  above   61^  available   now. 


/^^ 


2044  Marth   ■«. 


L  ■  S.     lie. 

.Mollrwsod  7T.  CslH 


around   tlie   playground   would   en- 
hance the  effectiveness  of  the  film. 

68%  thought  the  pacing  was  jusi 
riwht.  The  others  were  just  about 
evenly  dividt-d  between  thinking  it 
was  a  little  fast  and  a  little  slow. 

The  naturalness  of  the  setting  and 
the  use  of  real  children  in  a  natural 
school  situation  was  singled  out  bv 
a  majority  as  being  the  best  thing 
about  the  film. 

Further  irvouts  are  being  made 
with  other  groups.  .\t  this  writing, 
results  are  in  from  another  group  of 
35  teachers  and  administrators  from 
other  school  systems,  with  essentially 
the  same  results  as  those  above. 

Let's  Play  Safe*  is  nov*-  completed 
and  ready  for  distribution.  The 
school  and  the  producer  plan  to  con- 
tinue their  association. 

Out  of  this  coo[>eTaiive  school- 
producer  venture  not  onlv  did  the 
La  Canada  Elementary  School  get 
the  film  they  wanted  but  schools  all 
over  the  countrx  were  served  by 
making  available  a  much  needed 
film  on  an  important  subject. 


•  IxT's    Pi.\i    Sue    PwufilKt.    iSO    Wen    Oli<r 
Air..  Boilnak.  CiEforaa.    9  Bin..  Color.  $TS. 


M    .\   ^ 


JUNE     •      1948 


41 


•     A  NATIONAL  DIRECTORY  OF  VISUAL  EDUCATION  DEALERS     * 


EASTERN  STATES 


•   DISTRICT  OF  COLUMBIA  • 

Brenner  Photo  Co.,  933  Penn  Ave. 

N.W.,  Washington  4. 
Jam    Handy    Organiiation,    Inc., 

Transportation    Bldg.,    Washing- 
ton 6. 

.     MAINE     . 

D.  K.  Hammett,  Inc.,  ()20  Congress 
St.,  Portland  3. 

•     MASSACHUSETTS     . 

Stanley-Winthrops,  Inc.,  90  Wash- 
ington St.,  Quincy  69  and  20 
Shawmut   St..   Boston    16. 

.     NEW    HAMPSHIRE     • 

A.   H.   Rice  and   Company,   7S   W. 

Central  St.,  Manchester. 

•     NEW   JERSEY     • 

Slidecraft  Co.,  South  Orange.  N.  J. 

•     NEW  YORK     . 

Association  Films,  (Y.M.C.A.  Mo- 
tion Picture  Bureau)  347  Madi- 
son  Ave.,   New   York    17. 

Institutional  Cinema  Service,  Inc., 
1560  Broadway.  New  York  19. 

Visual    Sciences,    .599SH   Suffern. 

.     PENNSYLVANIA     • 

Harry  M.  Reed,  P.  O.  Box  No.  447, 
Lancaster. 

Kunz  Motion  Picture  Service,  1319 
Vine  St.,  Philadelphia  7.  1905 
Sanderson   .^ve..   Scranton   9. 

Jam  Handy  Organization,  Inc.,  917 
Liberty  Ave..  Pittsburgh  22. 

Karel  Sound  Film  Library,  410 
Third  A\e..  Pittsbingh   19. 

Clem  Williams  Films,  311  Market 
Street.   Pittsburgh  22. 

L.  C.  Vath,  Visual  Education  Sup- 
lies,  Sharpsville.  Route   18. 


SOUTHERN  STATES 


.      FLORIDA      . 

Norman  Laboratories  &  Studio,  .Ar- 
lington Suburb.  Jacksonville,  7. 

•  LOUISIANA     . 

Jasper  Ewing  &  Sons,  725   Poydras 
St..  New  Orleans  12. 

•  MISSISSIPPI     • 
Jasper   Ewing  &  Sons,  227   S.  State 

SI  ,  Jackson  2. 


•     SOUTH   CAROLINA     • 

Palmetto  Pictures,  Inc.,  719  Saluda 
.Ave.  at  D  Points.  Columbus   11. 

•     TENNESSEE     • 

.Sam    Orleans    and    Associates,    Inc., 

211    W.  Cumberland  .Ave.,  Knox- 
ville  15. 

Southern    Visual    Films,    686  689 
Shrine  Bldg..  Memphis. 

MIDWESTERN    STATES 


.     ILLINOIS     • 

American     Film     Registry,     28     E. 

Jackson,   Chicago  4,   Har.   2691. 
Jam  Handy  Organization,  Inc.,  230 

N.  Michigan  Ave..  Chicago  1. 
Association  Films  (Y.M.C.A.  Motion 

Picture    Bureau)    19    S.    La    Salle 

St.,  Chicago  3. 

•     INDIANA     . 

Indiana  Visual  Aids  Co.,  Inc.,  726 
N.  Illinois  St.,  Indianapolis  6. 

.     IOWA     . 

Ryan  Visual  Aids  Service,  409-11 
Harrison  St.,  Davenport. 

.     KANSAS-MISSOURI     • 

Thacher-Bangs  Inc.,  315  N.  Emporia 
Ave..  Wichita  2. 

Select  Motion  Pictures,  1818  Wyan- 
dotte St..   Kansas  City   8,   Mo. 

•     MICHIGAN     . 

Cosmopolitan    Films,    3248    Gratiot 

Ave..  Detroit  7. 
Jam    Handy    Organization,    Inc., 

2821   E.  Grand  Blvd.,  Detroit   11. 
Locke  Films,  Inc.,  120  W.  Lo\ell  St.. 
Kalamazoo  8. 


•     MINNESOTA     • 

Midwest  Audio-Visual  Company, 
1.504  Hennepin  Ave.,  Minneap- 
olis 3.  26  N.  First  .Ave..  East 
Diiluih. 

•  NEBRASKA     • 

Church  Film  Service,  2595  Mander- 
son  St.,  Omaha    1 1. 

•     OHIO     . 

■Academy  Film  Service  Inc.,  2300 
Payne  .Ave.,  Cleveland  14. 

Sunray  Films,  Inc.,  2108  Payne  .Ave.. 
Cleveland   14. 

Jam  Handy  Organization,  Inc.,  310 
Talbott   Building.  Dayton  2. 

•  WISCONSIN     . 

F.  H.  Weber  Co.,  335  Caroline  St., 
Plvmouth. 


WESTERN   STATES 

.     CALIFORNIA     • 

Coast    Visual    Education    Co.,    6058 

Sunset   Blvd..   Hollywood   28. 
Jam    Handy    Organization,    Inc., 

7046    Hollywood    Blvd..    Los    .An 

geles  28. 
Carroll  W.  Rice  Co.,  424  -  40th  St., 

Oakland  11. 
Association  Films  (Y.M.C.A.  Motion 
Picture  Bureau),  351  Turk  St..  San 

Francisco  2. 

.     OREGON     • 
Moore's  Motion  Picture  Service,  306- 

10014  S.W.  9th  Avenue,  Portland. 

5. 

.     TEXAS     . 
Association  Films  (Y.M.C.A.  Motion 

Pictme  Bureau).  3012  Maple  .A\c.. 

Dallas  1. 
.•\udio-Video,    Inc..    1501    Yoiuig   St.. 

Dallas.    1702  .Austin  St..  Houston. 


Audio  Video  Institute,  1501   Young 

St..  Dallas. 
George    H.    Mitchell    Co.,    712    N. 

Haskell.  Dallas  1. 
Visual    Education    Inc.    Lamar    and 
Twelfth.    .Austin. 
2010   North   Field   Street,   Dallas. 
3905  .South  Main  Street.  Houston. 

.     UTAH     . 

Deseret   Book   Company,  44   E.   So. 
Temple  St.,   Salt    Lake   City    10.. 

•     HAWAII     . 

Ideal  Pictures,  1370  S.  Beretania  St., 

Honolulu,  T.  H. 
Motion   Picture  Enterprises,   121    S. 

Beretania   Honolulu.  T.   H. 


CANADA 

General  Films  Limited 
Head  Office: 

1534    Thirteenth    .Ave.,    Regina, 
Sask. 

Branches:  | 

10022  102nd  St..  Edmonton.  Altai 
1396  St.  Catherine  St.  AVest,  Mon- 
treal.   Quebec. 

212    Lutz    St..    Moncton.    New 
Brunswick. 
Branch,  175  Water  St..  St.  John's, 

Newfoundland. 
156  King  St.,  West,  Toronto,  Out. 
535    W.    Georgia    St..   A'ancouver. 

B.  C. 
810    Confederation    Life    Bldg.. 

Winnipeg,  Man. 

Arrow  Films  Limited,  1115  Bay  St., 
Toronto  5,  Ontario. 
Also:    1540  Stanley  St.,  Montreal. 
Quebec. 

Radio-Cinema,    501 1    \erdun    .Ave., 
Montreal.   Quebec. 


Consult  These  Audio-Visual  Specialists  for  Your  School  Needs! 

VISUAL    EDUCATION    DEALERS   LISTED    IN    THESE    PAGES 
ARE  A  DEPENDABLE  SOURCE  OF  FILMS  AND  EQUIPMENT 


Nearly  all  of  the  audio-visual  materials 
reviewed  in  the  pages  of  See  &  Hear 
and  the  latest  and  best  in  the  recog- 
nized lines  of  nationally-advertised 
projection  equipment,  screens  and  ac- 
cessories are  available  in  local  commun- 
ity or  regional  areas  from  one  of  the 
dependable  audio-visual  education  deal- 


ers listed  in  these  directory  pages. 

Consult  vour  specializing  audio-vis- 
ual dealer  for  up-to-the-minute  in- 
formation on  new  16mm  sound 
motion  pictures,  sound  or  silent 
filmstrips.  recordings  and  other  class- 
room tools.  You'll  find  their  prices 
fair     and     their     service     outstanding. 


Dealers:  for  listings  in  these  pages  write  for 
information  and  reference  form   to  SEE  S:  HEAR 

812   NORTH   DEARBORN   STREET        •        CHICAGO    10,   ILLINOIS 


USE  THIS  DIRECTORY  TO  LOCATE  THE  BEST  IN  EQUIPMENT,  FILMS  AND  A-V  SERVICE 


is  liiiilt  into  even  iiiipro  Projector 

a  Ifimm  Sound  Projector  is 
developed ...  not  just  built 


lor  tilmstrips  and  2" 
X  2"  slides.  Offers  ex- 
tra brilliant  illumina- 
tion, split-second  in- 
terchaneeability  from 
slides  to  filmstrips 
and  back— simplified, 
quick  threading  for 
filmstrips  and  sim- 
pler focusing,  operat- 
ing   and    cleaninE. 


•  IF  YOU  are  considering  equipment 
for  vour  audio-visual  program — here 
are  "a  few  thoughts  to  consider :  A 
16mm.  sound  projector  is  subjected 
to  the  heat  of  the  projection  lamp, 
continuous  high-speed  movement  of 
the  intermittent  mechanism,  and  eve- 
ry action  requires  split-second  accura- 
cy. It  must  deliver  steady,  Hickerless 
projection  contiHUonshj  and  quietly. 
It  must  be  dependable,  easy  to  thread 
and  operate.  It  must  be  gentle  to  i)re- 
cious  film  and  easy  to  service. 

For  these  reasons — a  good  sound 
projector  design  must  be  a  tested  de 
sign.  It  is  only  by  studying  and  learn- 
ing from  millions  of  performances 
under  all  conditions  that  a  truly  effi- 
cient sound  projector  is  developed. 
Ampro  16mm.  projectors  have  been 
"put  through  the  mill"  by  this  coun- 
try's leading  school  systems,  univer- 
sities and  government  departments. 
Into  each  Ampro  projector  is  built  20 
years  of  experience  that  assures  bet- 
ter performance  and  longer  service. 
Before  choosing  your  16mm.  .^ound 
projector,  ask  your  Ampro  dealer  for 
a  demonstration  of  the  latest  Ampro 
"Premier-20.'"  Look — listen — remem- 
ber Ampro's  record— and  thc»  decide ! 

Send  for  FREE  Circular 

Uii  Anipi"  ■•Prfmi--i-'-H"  Kiv- 
in?  specifications  and  prices. 
If  you  aie  interested  in 
sound  motion  pictures  send 
10c  for  l(5-paffe  booklet.  "The 
Amazing  Story  of  16mni. 
Sound  Motion  Pictures."  It 
dramatically  illustrates  the 
various  steps  in  the  recording 
and  reproducing  of  sound  on 
film. 


AMPRO  CORPORATION  ^"^ 

2835  N.  Western  Ave..  Chicago  18.  III. 
Please  send  me  frie  circular  givmc  full  de- 
tails about  the  Ampro  ••Premier-20;-  I6mm. 
sound  projector.  1  enclose  10c  Lj  ''"■  a 
copy  of  the  illustrated  booklet.  "The  Amar.- 
inK   Story   of    16mm.    Sound    Motion    Pictures. 

I    am    also    interested    in : 

~  Ampro    Arc    Projector 

-  Amproslide    Projector    —     Model     "SO-D" 

Name     - 

Address     

City      State     


Mother  Hubbard's  Slidefilm  Cupboard  is  coordinated 
with  reading  workbooks.  This  series  is  produced  in  close 
collaboration  with  E.  M.  Hale  and  Company,  publisher 
of  the  workbooks.  The  siidefilms  make  the  well  proved 
Mother  Hubbard's  Seatwork  Cupboard  even  more 
effective  in  teaching  children  to  read. 


JAM  HANDY 


Each  of  the  eight  siidefilms  has  been  classroom  tested 
in  rural  schools,  village  schools,  and  large  city  schools. 
The  tests  show  Mother  Hubbard's  Slidefilm  Cupboard 
highly  effective  in:  1 .  Stimulating  and  holding  interest; 
2.  Enabling  first  graders  to  understand  and  follow 
directions;  3.  Enabling  children  to  learn  to  read  faster 
and  more  expertly;  4.  Facilitating  management  of 
the  group. 

Children  enjoy  and  teachers  enjoy  working  with 
this  combination. 

With  these  siidefilms  you  receive  three  manuals  of 
specific  directions.  The  general  suggestions  given 
are  coordinated  with  the  workbooks. 

Get  all  these  new  helps  by  mailing  the  coupon  now. 


These  f\\mi  may  be  purchased  through  a  nationwide  dealer  organization. 


THE  JAM  HANDY  ORGANIZATION 
2821  E.  Grand  Blvd.,  Detroit  11,  Michigan 

I    I      Send  me  your  8  siidefilms  entitled  "Mother  Hubbard's  Slidefilm  Cupboard"  with  Manuals  ($36). 
I    I      Send  me  information  on  other  available  siidefilms  and  moving  pictures  on  other  subjects. 


NAME 


POSITION 

SCHOOL  OR  ORGANIZATION 

CITY ' STATE.  . . 

Prices  F.O.B.  Detroit — Subject  to  Change  Without  Nodce 


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